Anderson, K. T. (2009). Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing. Linguistics and Education, 20, 291–310. https://doi.org/10.1016/j.linged.2009.08.001.
Arnseth, H. C., & Krange, I. (2016). What happens when you push the button? Analyzing the functional dynamics of concept development in computer supported science inquiry. International Journal of Computer-Supported Collaborative Learning, 11, 479–502. https://doi.org/10.1007/s11412-016-9244-4.
Arvaja, M., Häkkinen, P., & Kankaanranta, M. (2008). Collaborative learning and computer-supported collaborative learning environments. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 267–279). New York, NY: Springer Science+Business Media, LLC.
Azevedo, H. J., Scalabrin, E. E., Faria, M. D. P., & Manfroi, F. (2004). Implementing agents for a collaborative online learning environment. Journal of Computer Science & Technology, 4(2), 98–104.
Baker, M., Bernard, F. X., & Dumez-Féroc, I. (2012). Integrating computer-supported collaborative learning into the classroom: The anatomy of a failure. Journal of Computer Assisted Learning, 28(2), 161–176. https://doi.org/10.1111/j.1365-2729.2011.00435.x.
Barron, B. (2003). When smart groups fail. The Journal of the Learning Science, 12(3), 307–359.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193–224. doi:10.1159/000094368
Barros-Castro, R. A., Córdoba-Pachón, J. R., & Pinzón-Salcedo, L. A. (2014). A systemic framework for evaluating computer-supported collaborative learning—Mathematical problem-solving (CSCL-MPS) initiatives: Insights from a Colombian case. Systemic Practice and Action Research, 27(3), 265–285. https://doi.org/10.1007/s11213-013-9279-7.
Bento, R., & Schuster, C. (2003). Participation: The online challenge. In A. Aggarwal (Ed.), Web-based education: Learning from experience (pp. 156–164). Hershey: Information Science Publishing.
Bishop, J. P. (2012). She’s always been the smart one. I’ve always been the dumb one: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34–74.
Burgoon, J. K., Buller, D. B., Hale, J. L., & Turck, M. A. (1984). Relational messages associated with nonverbal behaviors. Human Communication Research, 10(3), 351–378.
Chavez, J., & Romero, M. (2012). Group awareness, learning, and participation in computer supported collaborative learning (CSCL). Procedia-Social and Behavioral Sciences, 46, 3068–3073.
Cohen, E. G. (1994). Status treatments for the classroom [video]. New York: Teachers College Press.
Cohen, E. G., & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32(1), 99–120.
Cohen, E. G., & Lotan, R. A. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York: Teachers College Press.
Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom (3rd. ed.). New York: Teachers College Press.
Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (1999). Complex instruction: Equity in cooperative learning classrooms. Theory Into Practice, 38(2), 80–86.
Correll, S. J., & Ridgeway, C. L. (2003). Expectation states theory. In J. Delamater (Ed.), Handbook of social psychology (pp. 29–51). New York: Kluwer Academic.
Crypto Club Project & Eduweb (n.d.). Caesar cipher. Retrieved from www.cryptoclub.org/tools/caesar_cipher.php.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43–63.
Davies, B., & Hunt, R. (1994). Classroom competencies and marginal positionings. British Journal of Sociology of Education, 15(3), 389–408.
Dillenbourg, P. (1999). What do you mean by ‘collaborative learning’? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Oxford: Elsevier.
Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Laxonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 3-19). Springer Netherlands.
Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18(2), 247–284. https://doi.org/10.1080/10508400902797958.
Esmonde, I., & Langer-Osuna, J. M. (2013). Power in numbers: Students participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288–315.
Featherstone, H., Crespo, S., Jilk, L. M., Oslund, J. A., Parks, A. N., & Wood, M. B. (2011). Smarter together! Collaboration and equity in the elementary math classroom. Reston, VA: National Council of Teachers of Mathematics.
Hakkarainen, K., & Palonen, T. (2003). Patterns of female and male students' participation in peer interaction in computer-supported learning. Computers & Education, 40(4), 327–342.
Hall, J. A., Coats, E. J., & LeBeau, L. S. (2005). Nonverbal behavior and the vertical dimension of social relations: A meta-analysis. Psychological Bulletin, 131(6), 898–924. https://doi.org/10.1037/0033-2909.131.6.898.
Harré, R., & van Langenhove, L. (Eds.). (1999). Positioning theory: Moral contexts of intentional action. Oxford: Blackwell Publishers.
Harré, R., Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31.
Henley, N. M. (1977). Body politics. Englewood Cliffs: Prentice-Hall.
Herbel-Eisenmann, B. A., Wagner, D., Johnson, K. R., Suh, H., & Figueras, H. (2015). Positioning in mathematics education: Revelations on an imported theory. Educational Studies in Mathematics, 89(2), 185–204. https://doi.org/10.1007/s10649-014-9588-5.
Herrenkohl, L. R. (2006). Intellectual role taking: Supporting discussion in heterogeneous elementary science classes. Theory Into Practice, 45(1), 47–54.
Hirsch, D. (2007). Experiences of poverty and educational disadvantage. York, England: Joseph Rowntree Foundation
Horn, L. (2012). Strength in numbers: Collaborative learning in secondary mathematics. Reston: NCTM.
Janssen, J., Erkens, G., Kanselaar, G., & Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning? Computers & Education, 49(4), 1037–1065. https://doi.org/10.1016/j.compedu.2006.01.004.
Jefferson, G. (1985). An exercise in the transcription and analysis of laughter. In T. van Dijk (Ed.), Handbook of discourse analysis (Vol. 3: Discourse and Dialogue, pp. 25–34). London: Academic Press.
Johnston, M., & Kerper, R. M. (1996). Positioning ourselves: Parity and power in collaborative work. Curriculum Inquiry, 26(1), 5–24.
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39–103.
Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200–210.
Kapur, M., & Kinzer, C. K. (2007). Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment. Educational Technology Research and Development, 55(5), 439–459. https://doi.org/10.1007/s11423-007-9045-6.
Keiser, G., & Altman, I. (1976). Relationship of nonverbal behavior to the social penetration process. Human Communication Research, 2, 147–161.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414–425. doi:10.1111/jcal.12030
Langer-Osuna, J. M. (2016). The social construction of authority among peers and its implications for collaborative mathematics problem solving. Mathematical Thinking and Learning, 18(2), 107–124. https://doi.org/10.1080/10986065.2016.1148529.
Law, N., Ludvigsen, S., Cress, U., & Rosé, C. P. (2017). Fostering targeted group practices as a Core focus for CSCL task and technology design. International Journal of Computer-Supported Collaborative Learning, 12(1), 1–7. https://doi.org/10.1007/s11412-017-9253-y.
Leander, K. M. (2002). Locating Latanya: The situated production of identity artifacts in classroom interaction. Research in the Teaching of English, 37(2), 198–250.
Lei, J., & Zhao, Y. (2008). One-to-one computing: What does it bring to schools? Journal of Educational Computing Research, 39(2), 97–122.
Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290.
Lipponen, L. (2001). Computer-supported collaborative learning: From promises to reality. Unpublished doctoral dissertation (Series B, Humaniora, 245). University of Turku, Turku, Finland.
Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13(5), 487–509. https://doi.org/10.1016/S0959-4752(02)00042-7.
Lyons, R., Dsouza, N., & Quigley, C. (2016). Viewing equitable practices through the lens of intersecting identities. Cultural Studies of Science Education, 11, 941–951. https://doi.org/10.1007/s11422-015-9699-z.
Major, B., & Heslin, R. (1982). Perceptions of cross-sex and same-sex nonreciprocal touch: It is better to give than to receive. Journal of Noverbal Behavior, 6, 148–162.
Martin, D. B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197–229. https://doi.org/10.1207/s15327833mtl0803_2.
Mehrabian, A. (1969). Significance of posture and position in the communication of attitude and status relationships. Psychological Bulletin, 71(5), 359–372.
Moghaddam, F. M., Harré, R., & Lee, N. (2008). Positioning and conflict: An introduction. In F. M. Moghaddam, R. Harré, & N. Lee (Eds.), Global conflict resolution through positioning analysis (pp. 3–20). New York: Springer.
Nasir, N., Cabana, C., Shreve, B., Woodbury, E., & Louie, N. (2014). Mathematics for equity: A framework for successful practice. New York: Teachers College Press.
National Science Foundation [NSF]. (2015). Women, minorities, and persons with disabilities in science and engineering. Retrieved from http://www.nsf.gov/statistics/2015/nsf15311/digest/nsf15311-digest.pdf
Ochs, E. (1979). Transcription as theory. In E. Ochs (Ed.), Developmental pragmatics (pp. 43–72). New York: Academic Press.
Paulus, T., Stewart, H., Reece, A., & Long, P. (2009). Positioning theory as analytical tool for understanding intersubjective meaning-making. In Proceedings of the 9th international conference on computer supported collaborative learning (Vol. 2). Rhodes, Greece: International Society of the Learning Sciences.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348. https://doi.org/10.1080/15391523.2006.10782463.
Peppler, K., Halverson, E. R., & Kafai, Y. B. (2017). Introduction to this volume. In K. Peppler, E. R. Halverson, & Y. B. Kafai (Eds.), Makeology: Makerspacers as learning environments (pp. 1–11). New York: Routledge.
Perrotta, C., & Evans, M. A. (2013). Orchestration, power, and educational technology: A response to Dillenbourg. Computers & Education, 69, 520–522. https://doi.org/10.1016/j.compedu.2013.04.007.
Prinsen, F. R., Volman, M. L. L., & Terwel, J. (2007). Gender-related differences in computer-mediated communication and computer-supported collaborative learning. Journal of Computer Assisted Learning, 23(5), 393–409. https://doi.org/10.1111/j.1365-2729.2007.00224.x.
Ritchie, S. M. (2002). Student positioning within groups during science activities. Research in Science Education, 32, 35–54.
Rivest, R., Shamir, A., & Adleman, L. (1978). A method for obtaining digital signatures and public-key cryptosystems. Communications of the ACM, 21(2), 120–126.
Roth, W. M. (2015). Rigorous data analysis: Beyond “anything goes”. Rotterdam, The Netherlands: Sense Publishers.
Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International Journal of Educational Research, 13(1), 89–99.
Salovaara, H. (2005). An exploration of students' strategy use in inquiry-based computer-supported collaborative learning. Journal of Computer Assisted Learning, 21(1), 39–52.
Shaw, R. S. (2013). The relationships among group size, participation, and performance of programming language learning supported with online forums. Computers & Education, 62, 196–207. https://doi.org/10.1016/j.compedu.2012.11.001.
Shell, D. F., Husman, J., Turner, J. E., Cliffel, D. M., Nath, I., & Sweany, N. (2005). The impact of computer supported collaborative learning communities on high school students' knowledge building, strategic learning, and perceptions of the classroom. Journal of Educational Computing Research, 33(3), 327–349.
Sinha, S., Rogat, T. K., Adams-Wiggins, K. R., & Hmelo-Silver, C. E. (2015). Collaborative group engagement in a computer-supported inquiry learning environment. International Journal of Computer-Supported Collaborative Learning, 10(3), 273–307. https://doi.org/10.1007/s11412-015-9218-y.
Song, Y. (2014). Bring your own device (BYOD) for seamless science inquiry in a primary school. Computers & Education, 74, 50–60.
Stahl, G. (2017). Group practices: A new way of viewing CSCL. International Journal of Computer-Supported Collaborative Learning, 12(1), 113–126. https://doi.org/10.1007/s11412-017-9251-0.
Strijbos, J. W., Martens, R. L., Jochems, W. M., & Broers, N. J. (2007). The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: A matter of triangulation. Computers in Human Behavior, 23(1), 353–380. https://doi.org/10.1016/j.chb.2004.10.016.
Tait-McCutcheon, S. L., & Loveridge, J. (2016). Examining equity of opportunities for learning mathematics through positioning theory. Mathematics Education Research Journal, 28, 327–348. https://doi.org/10.1007/s13394-016-0169-z.
Tissenbaum, M., Berland, M., & Lyons, L. (2017). DCLM framework: Understanding collaboration in open-ended tabletop learning environments. International Journal of Computer-Supported Collaborative Learning, 12, 35–64. https://doi.org/10.1007/s11412-017-9249-7.
van Langenhove, L., & Harré, R. (1995). Cultural stereotypes and positioning theory. Journal for the Theory of Social Behaviour, 24(4), 359–372.
van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harré & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Oxford: Blackwell Publishers.
Wagner, D., & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention to classroom positioning. Educational Studies in Mathematics, 72(1), 1–15. https://doi.org/10.1007/s10649-008-9178-5.
Wang, S. L., & Lin, S. S. (2007). The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior, 23(5), 2256–2268.
Webb, N. M., Ing, M., Kersting, N., & Nemer, K. M. (2006). Help seeking in cooperative learning groups. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 45–115). Mahwah: Lawrence Erlbaum Associates, Inc..
West-Olatunji, C., Pringle, R., Adams, T., Baratelli, A., Goodman, R., & Maxis, S. (2007). How African American middle school girls position themselves as mathematics and science learners. The International Journal of Learning, 14(9), 219–227.
White, T. (2006). Code talk: Student discourse and participation with networked handhelds. International Journal of Computer-Supported Collaborative Learning, 1(3), 359–382. https://doi.org/10.1007/s11412-006-9658-5.
Winters, F. I., & Alexander, P. A. (2011). Peer collaboration: The relation of regulatory behaviors to learning with hypermedia. Instructional Science, 39(4), 407.
Wohlwend, K. (2009). Mediated discourse analysis: Researching young children’s non-verbal interactions as social practice. Journal of Early Childhood Research, 7(3), 228–243. https://doi.org/10.1177/1476718X09336950.
Wolfram Alpha LLC. (2016). Wolfram|Alpha Retrieved from www.wolframalpha.com/.
Wood, M. B., & Kalinec, C. A. (2012). Student talk and opportunities for mathematical learning in small group interactions. International Journal of Educational Research, 51–52, 109–127. https://doi.org/10.1016/j.ijer.2011.12.008.
Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. American Educational Research Journal, 45(2), 495–522.