Split up, but stay together: Collaboration and cooperation in mathematical problem solving

Abdu, Rotem; Schwarz, Baruch B.

doi:10.1007/s11251-020-09512-7

Cited by 15 publications

(3 citation statements)

References 37 publications

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“…In addition, after conducting EFA on the initial questionnaire (WRO2019), the researchers found that the Problem-Solving dimension and the Collaboration Quality dimension were clustered within the same factor. The researchers finally combined the two dimensions into the Cooperative Solution dimension by consulting experts and reviewing literature (Abdu & Schwarz, 2020). The final run of EFA on the six-factor oblique solution with 24 items accounted for 75.67% of total variance (Table 3).…”

Section: Exploratory Factor Analysismentioning

confidence: 99%

Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants

Chiang¹,

Zhang²,

Lu³

2022

RPTEL

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Many studies have examined the effects of robotics competitions, but few have investigated their effects on participants, especially from the perspectives of students, parents, and coaches. The researchers of this study developed and validated an instrument for exploring the impact of the World Robot Olympiad (WRO), a major international robotics competition, on participants from the perspectives of students, parents, and coaches. Through a literature review and expert discussion, the researchers proposed the first version of the questionnaire. After three years of data collection and three iterations as well as a reliability and validity analysis, factor analysis, and expert review, researchers developed an impact questionnaire for participants in WRO, which included 18 items in the following six dimensions: Learning Skill, Engineering Thinking, Emotional Engagement, Career Choice, Cooperative Solution, and Global Consciousness. Data from 636 valid responses revealed that the questionnaire has good reliability and validity and that students, parents, and coaches all highly valued the positive impact of WRO in 2019. Data analysis indicated that, by and large, students’ abilities have improved in various dimensions which were similar to those of previous research on robotics education and robotics competitions.

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Section: Exploratory Factor Analysismentioning

confidence: 99%

Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants

Chiang¹,

Zhang²,

Lu³

2022

RPTEL

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“…In the discussion process, at first, the teacher gave instructions for solving the questions, and then students were asked to have discussions with their group members. Problem-solving in mathematics involves formulating concepts and constructing new ideas [4]. Initially, students were focused on their respective activities when the discussion process began.…”

Section: Figure 1 Geometry Problemsmentioning

confidence: 99%

“…The effectiveness of mathematical learning needs to be observed from the quality of students' mathematical concepts understanding through the characteristic process. Problem-solving is one of the main crucial skills in mathematics learning as it is included in the mathematical framework [4]. In group discussion, problem-solving represents the ability of individuals to engage effectively with two or more students in solving problems using their various understandings.…”

Section: Introductionmentioning

confidence: 99%

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work

Firmansyah¹,

Sa’dijah²,

Subanji³

et al. 2022

TEM Journal

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Group discussions can help students have a more effective problem-solving process because students exchange ideas and understand the provided problems. Accuracy in solving problems can be observed from students' knowledge and metacognition. This study used the descriptive qualitative approach to describe the characterization of students' metacognition during their interactions in positioning expert students, facilitators, and beginners. Problemsolving in group discussions is very helpful in bringing up students' metacognitive activities because they do not use only self-metacognitive but also social metacognitive.

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Exploring Group Work on Open-Ended Geometrical Tasks: Face-to-Face and Online

Levenson,

Dasuqi

2024

Int J of Sci and Math Educ

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This qualitative study explores the relationships between group work on open-ended geometrical tasks and the physical and social environments in which they take place. Two groups of twelfth grade students worked on two open-ended geometry tasks. One group worked face-to-face (f-f), and one worked synchronously online. Products of the group work were analyzed in terms of fluency and flexibility. Findings indicated that the environments affected aspects of group work such as responsiveness and gesturing. Students in the online group were able to work simultaneously on the first task producing greater fluency than the f-f group. On the second task, students in the f-f group used gestures, contributing to attentiveness and imagination, leading to greater flexibility. Furthermore, the task and its presentation interact with both the physical and social environments playing a part in the production of solutions.

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Split up, but stay together: Collaboration and cooperation in mathematical problem solving

Cited by 15 publications

References 37 publications

Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants

Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work

Exploring Group Work on Open-Ended Geometrical Tasks: Face-to-Face and Online

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