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A framework for analyzing the collaborative construction of arguments and its interplay with agency

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Abstract

In this report, we offer a framework for analyzing the ways in which collaboration influences learners' building of mathematical arguments and thus promotes mathematical understanding. Building on a previous model used to analyze discursive practices of students engaged in mathematical problem solving, we introduce three types of collaboration and discuss their influence on the building of mathematical arguments and student agency. The framework is exemplified using data from a study of the development of mathematical reasoning in an urban sixth-grade informal after-school program.

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Notes

  1. This research is a component of the National Science Foundation funded project, Research on Informal Mathematical Learning (REC-0309062) directed by Carolyn A. Maher, Arthur B. Powell, and Keith Weber. Any opinions, findings, conclusions and recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  2. The group of students who volunteered was representative of the overall population of sixth graders of that school. However, the research team deliberately chose not to identify students according to earlier success in school mathematics.

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Authors and Affiliations

  1. Seton Hall University, South Orange, NJ, USA

    Mary Mueller

  2. The Richard Stockton College of New Jersey, Galloway, NJ, USA

    Dina Yankelewitz

  3. Rutgers - The State University of New Jersey, New Brunswick, NJ, USA

    Carolyn Maher

Authors
  1. Mary Mueller
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  2. Dina Yankelewitz
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  3. Carolyn Maher
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Correspondence to Mary Mueller.

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Mueller, M., Yankelewitz, D. & Maher, C. A framework for analyzing the collaborative construction of arguments and its interplay with agency. Educ Stud Math 80, 369–387 (2012). https://doi.org/10.1007/s10649-011-9354-x

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  • DOI: https://doi.org/10.1007/s10649-011-9354-x

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