This study focuses on students’ images of mathematics learning and their relationships
with mathematics. In this paper we consider how students described collaboration in
mathematics classrooms, through the examination of students’ autobiographical
interviews and drawings. Our analysis revealed that many students considered
mathematics learning mainly as an individualized and isolated process and did not
perceive peer talk or collective exploration as meaningful. Our cross-analysis with
students’ feelings revealed that those who had positive feelings towards mathematics
tended to find group work less helpful. Our findings illuminate a perceived gap between
teachers’ widespread use of group work as a teaching strategy and students’
understanding and appreciation of the goals of such instruction.
Takeuchi, M.A., Towers, J., & Martin, L. (2016). Images of mathematics learning revealed through students’ experiences of collaboration. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Volume 4 (pp.267-274). Szeged, Hungary: Psychology of Mathematics Education (PME).