Using positioning theory to examine how students collaborate in groups in mathematics

Campbell, Tye G.; Hodges, Tracey S.

doi:10.1016/j.ijer.2020.101632

Cited by 13 publications

(3 citation statements)

References 23 publications

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“…The same approach but with group discussions promoted some gains in a number of NOS attributes, thus underscoring the effectiveness of socioconstructivism in mediating learning gains overall. Here, we must also not underestimate the role of the 'knowledgeable other' (Campbell and Hodges, 2020) among the students in levelling up the group understanding to the extent possible. With instructor mediation (Xu et al, 2020) complementing social construction of knowledge, gains in NOS understanding were, overall, relatively more for Group 3.…”

Section: Discussionmentioning

confidence: 98%

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Wan

Subramaniam

2023

Chem. Educ. Res. Pract.

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Though there are a multiplicity of approaches that have been used to promote Nature of Science (NOS) among school students, an approach based on exploration of a scientific discovery indigenous to the sample population, of contemporary interest, and based on a topic outside the school science syllabus seems to be lacking in the literature. This study focused on Chinese high school students (N = 98), using the discovery of an anti-malarial drug by a recent Nobel Prize winning Chinese scientist as a focus. A popular science article on this discovery formed the basis for the intervention, and a mainly qualitative approach was used. Variants of an explicit-reflective approach were used for the three groups formed by random sampling for the intervention. The four NOS attributes targeted were: socio-cultural, empirical nature, scientific method, and creativity/imagination, and these were explicitly interrogated through four open-ended questions, respectively. Responses to these questions were parked into five rating levels, which helped to explicate the extent to which the samples were able to provide descriptors to characterize their understandings. The approach based on reading of the article followed by student discussions and mediation by the instructor showed, overall, more gains in NOS as compared to just (1) reading/re-reading of the article and reflecting on it, and (2) reading of the article followed by small sub-group discussions and reflecting on it. It is suggested that there is a case for using indigenous scientific discovery as an approach to foster interest in NOS among students. Some implications of the study are discussed.

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Section: Discussionmentioning

confidence: 98%

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Wan

Subramaniam

2023

Chem. Educ. Res. Pract.

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“…One can imagine several different storylines playing out during a group interaction in mathematics. For instance, some groups exhibit a follow the leader storyline, wherein one student leads the group and others follow (Campbell & Hodges, 2020). In this storyline, one student assumes the position of "leader," while other students assume positions of "follower."…”

Section: Positioning Theorymentioning

confidence: 99%

“…Students position themselves and others in group interactions in a variety of ways (e.g., leader, follower, notetaker), and these positions influence who has access to meaningful participation (Esmonde, 2009). Many researchers have examined students' participation in groups through the lens of positioning theory (e.g., Campbell & Hodges, 2020;DeJarnette & González, 2015;Kotsopoulos, 2014;Tait-McCutcheon & Loveridge, 2016). However, there is much to learn about the social instructional factors that support or limit students' access to meaningful positions.…”

Section: Introductionmentioning

confidence: 99%

Analyzing elementary students’ access to cognitive-oriented positions in mathematics

Campbell,

Sears

2024

INT ELECT J MATH ED

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The effectiveness of group problem-solving in mathematics depends on the extent to which meaningful participation is distributed across all group members. One way to explore how participation is distributed within groups is by examining how students are positioned within group interactions. In this study, we explore the social instructional factors that cause elementary students to move in and out of positions that support cognitive engagement during collaborative problem-solving in mathematics. Using a case study analysis of three elementary students working in a group, we found five social instructional factors that caused students to move in and out of cognitive-oriented positions during group work in mathematics: (1) building an ally through common language, (2) physical access to the chalkboard and resources, (3) tone of voice, (4) teacher intervention, and (5) contestation from peers. The findings promote implications for effectively facilitating group work in mathematics.

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A Study of Early-Career Female Faculty’s Perceptions of Their Roles and Responsibilities in Computer Science and Engineering

Wen,

Wang,

Grasso

et al. 2024

Lecture Notes in Civil Engineering

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Using positioning theory to examine how students collaborate in groups in mathematics

Cited by 13 publications

References 23 publications

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin

Analyzing elementary students’ access to cognitive-oriented positions in mathematics

A Study of Early-Career Female Faculty’s Perceptions of Their Roles and Responsibilities in Computer Science and Engineering

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