Collaborative problem solving (CPS) has received much attention recently. However, little is known about how people work in CPS and how to support students working productively in the setting. CPS requires both social and cognitive aspects. This paper focused on the social aspect to examine how students act on their agency in CPS. Using data from a laboratory classroom with a social setting, we analysed the positions that students take when solving an open-ended mathematics problem and their illocutionary force. The results show that students reveal dynamic positions with a combination of different forces. Also, some interactions are more productive in CPS than others.
|Proceedings of the International Group for the Psychology of Mathematics Education
|Conference of the International Group for the Psychology of Mathematics Education (44th : 2021)
|19/07/21 → 22/07/21