Abstract
In this chapter we address questions of the interrelationship of the processes involved in working together and learning, mainly in the field of mathematics. In the first section we present a process model, which is suitable to analyse episodes in which students collaborate on tasks that aim at level raising. The model focuses on key activities in the level raising process and incorporates social activities that affect the occurrence of these key activities. In the second section we present a multiple analysis of a collaborative learning episode in a broader context. We analysed the episode from three different perspectives: social interaction, division of time and mathematical level raising. Integrating the three perspectives brings into focus the complexity of settings, in which students regulate their social and cognitive activities
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Dekker, R., Elshout-Mohr, M., Wood, T. (2004). Working Together on Assignments. In: van der Linden, J., Renshaw, P. (eds) Dialogic Learning. Springer, Dordrecht. https://doi.org/10.1007/1-4020-1931-9_8
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DOI: https://doi.org/10.1007/1-4020-1931-9_8
Publisher Name: Springer, Dordrecht
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