Images of mathematics learning revealed through students’ experiences of collaboration

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dc.contributor.authorTakeuchi, Miwa Aoki
dc.contributor.authorTowers, Jo
dc.contributor.authorMartin, Lyndon
dc.date.accessioned2016-11-14T16:00:38Z
dc.date.available2016-11-14T16:00:38Z
dc.date.issued2016-08
dc.description.abstractThis 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.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipSSHRCen_US
dc.identifier.citationTakeuchi, 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).en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31722
dc.identifier.urihttp://hdl.handle.net/1880/51748
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectEmotionen_US
dc.subjectGroupworken_US
dc.subjectMathematics Autobiographiesen_US
dc.titleImages of mathematics learning revealed through students’ experiences of collaborationen_US
dc.typeunknown
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