Abstract
Many mathematics classrooms use cooperative learning to support equitable learning environments for all students. Past research in the field has focused primarily on increasing achievement rather than on contexts that support equitable interactions. This year-long study in 3 secondary mathematics classes examines group interaction within a single type of group activity – preparing to give a class presentation. The analysis shows that groups constructed a range of work practices, including a practice focused on collaboration, one focused on individual work, and one focused on “helping.” In addition, students adopted a variety of positions, including expert, novice, in-between, and facilitator. In this data corpus, presentation preparations were most equitable when a student was informally positioned as a facilitator. Based on the analysis, suggestions are provided for structuring more equitable mathematics group work.
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Notes
- 1.
I sometimes refer to these students as ‘in-betweens’, in reference to Eckert’s (1989) description of Jocks, Burnouts and In-Betweens in her high school ethnography.
- 2.
This example is presented in prose form rather than through a transcript, because large portions of the interaction occurred in silence.
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I am grateful to Taylor & Francis for permission to reuse material from the above-mentioned article. Such material is reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals).
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Esmonde, I. (2012). Mathematics Learning in Groups: Analysing Equity Within an Activity Structure. In: Herbel-Eisenmann, B., Choppin, J., Wagner, D., Pimm, D. (eds) Equity in Discourse for Mathematics Education. Mathematics Education Library, vol 55. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2813-4_4
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