Student and Teacher Responses to Collaborative Problem Solving and Learning Through Digital Networks in Singapore

Poon, Chew Leng; Tan, Sean; Cheah, Horn Mun; Lim, Pik Yen; Ng, Hui Leng

doi:10.1007/978-94-017-9395-7_9

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…The cognitive aspect of collaborative problem solving is thinking processes of problem solving, and problem solving is one of the ways of thinking mathematically (Binkely et al, 2012;Schoenfeld, 1992). Considering both aspects of collaborative problem solving, problem solving and collaboration, we argue that collaborative problem-solving and mathematics learning are interconnected in several ways: 1) learning mathematics can develop students' competence in collaborative problem solving, 2) collaborative problem solving activities have been implemented as a way of learning mathematics (e.g., Harding et al, 2017;Hurme & Järvelä, 2005;Sears & Reagin, 2013), and 3) the content of mathematics has been utilized to design collaborative problem-solving tasks (Care et al, 2015).…”

Section: Collaborative Problem Solving and Mathematics Learningmentioning

confidence: 99%

“…Finally, mathematics provides content for designing collaborative problem-solving tasks. Collaborative problem-solving tasks are categorized as content-free or content-rich (Care et al, 2015). Contentrich, or content-dependent, tasks employ skills and knowledge that is drawn from curriculum-based learning, whereas content-free tasks mainly require application of reasoning, not demanding prerequisite knowledge taught in curriculum-based subjects (Care et al, 2015).…”

Section: Collaborative Problem Solving and Mathematics Learningmentioning

confidence: 99%

“…Collaborative problem-solving tasks are categorized as content-free or content-rich (Care et al, 2015). Contentrich, or content-dependent, tasks employ skills and knowledge that is drawn from curriculum-based learning, whereas content-free tasks mainly require application of reasoning, not demanding prerequisite knowledge taught in curriculum-based subjects (Care et al, 2015). According to this categorization, tasks that involve mathematical concepts and situations are content-rich tasks.…”

Section: Collaborative Problem Solving and Mathematics Learningmentioning

confidence: 99%

“…As most disciplinary curricula, concepts and knowledge in mathematics become the content basis for the problems to be solved collaboratively. Those content-rich tasks are presented to students to measure students' collaborative problem-solving ability as well as develop the skills that collaborative problem-solving ability entails (Poon et al, 2015).…”

Section: Collaborative Problem Solving and Mathematics Learningmentioning

confidence: 99%

See 3 more Smart Citations

Mathematical Literacy and Collaborative Problem-Solving: Comparison between Korean and U.S.

Ham

Hwang

2021

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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We examined the relationships between mathematics achievement and collaborative problem solving, which has been emphasized as the 21 st century skills. Focusing on moderating effects of attitude toward working with others, we analyzed the PISA 2015 data for binational comparison between Korean and the U.S. Random-intercept linear modelswhere the intercepts vary across schools while slopes are fixed across schoolswere applied to the data including 5,545 students in Korea and 5,564 in the U.S. The findings showed the positive linear relationships between mathematics achievement and collaborative problem solving as expected, but the slope was remarkably higher in the Korean model. However, we found no significant moderating effects of attitude toward working with others on the relationship between mathematics achievement and collaborative problem solving. Particularly, students in Korea and the U.S. are likely to have similarly low scores in mathematics achievement when their collaborative problem solving scores are low. However, Korean students would have even higher mathematics achievement scores if students in Korea and the U.S. have similarly high collaborative problem solving scores. The findings suggest the necessity for further scrutinies on attitude toward working with others and research on teaching and learning the 21st century skills in an integrated way.

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