Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning

Abstract

This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Positional resources are related to identity processes and carry central functions that regulate learning and doing mathematics together. The paper then frames off-task behavior as an important positional resource in collaborative mathematics learning environments. With these ideas in mind, the paper then closes with new questions for research.

Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

“…The surveyed students, in spite of being conscious of the usefulness of mathematics (as reflected by the rating of 8.0 out of 10 in Question 1), are not attracted to this subject (rating of 6.3 out of 10 in Question 2). This implies that most of them are demotivated during math classes and, hence, new alternatives to the traditional methodology (teaching the theory included in a math textbook and solving the exercises of such a book) are needed; this conclusion is consistent with the literature [3]. As previously commented in the literature section, demotivation and even anxiety are frequently present in Mathematics learning [5][6][7][8][9][10], so innovative methodological approaches such as the one presented herein are usually positively valued by the student body.…”

“…The aim of this methodology is also to improve some transversal skills, such as oral exposition, poster design and presentation, analysis of social inequalities, etc. Taking into account the positive teaching experiences in mathematics associated with group working [1][2][3], the methodology presented in this paper is focused on this technique.…”

Equity and off-task discussion in a collaborative small group

“…Further, there are similar findings in math ed. research including evidence of the particular benefits of off-task discourse for low-status students [9][10][11]. The fact this route of access to participation opportunities may be especially relevant for students who are marginalized suggests research attention to off-task discourse may be important to supporting more equitable collaboration in small groups.…”

“…Further, research from the math ed. community argues off-task discussion can support greater equity in learning outcomes in small group work, including studies suggesting off-task participation may be particularly important for low-status students [9][10][11].…”