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Journal of the Learning Sciences Volume 18, 2009 - Issue 2
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Original Articles

Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures

Indigo Esmonde Ontario Institute for Studies in Education, University of Toronto
Pages 247-284 | Received 02 Jan 2007, Published online: 21 Apr 2009

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Miriam S. Leshin. (2023) Noticing for Equity in Written Work: Exploring One Teacher’s Student Work Analysis Practices. Mathematical Thinking and Learning 0:0, pages 1-28.
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Tye Campbell. (2023) Examining how middle grade mathematics students seize learning opportunities through conflict in small groups. Mathematical Thinking and Learning 25:2, pages 208-231.
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Rebekah Elliott & Kristin Lesseig. (2023) Productive Disciplinary Engagement as a Framework to Support Mathematics Teacher Leaders. Investigations in Mathematics Learning 15:1, pages 29-49.
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Anna F. DeJarnette. (2022) What do correct answers reveal? The interpersonal and mathematical aspects of students’ interactions during groupwork in seventh grade mathematics. Journal of the Learning Sciences 31:4-5, pages 509-544.
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Lara Jasien & Melissa Gresalfi. (2021) The role of participatory identity in learners’ hybridization of activity across contexts. Journal of the Learning Sciences 30:4-5, pages 676-706.
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Niral Shah & Colleen M. Lewis. (2019) Amplifying and Attenuating Inequity in Collaborative Learning: Toward an Analytical Framework. Cognition and Instruction 37:4, pages 423-452.
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Miwa Aoki Takeuchi & Venise Bryan. (2019) Video-mediated interviews to reveal multiple voices in peer collaboration for mathematics learning in groups. International Journal of Research & Method in Education 42:2, pages 124-136.
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Hayriye Kayi-Aydar & Elizabeth R. Miller. (2018) Positioning in classroom discourse studies: a state-of-the-art review. Classroom Discourse 9:2, pages 79-94.
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Jo Towers, Miwa A. Takeuchi & Lyndon C. Martin. (2018) Examining contextual influences on students’ emotional relationships with mathematics in the early years. Research in Mathematics Education 20:2, pages 146-165.
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Miwa Aoki Takeuchi. (2016) Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners. Journal of the Learning Sciences 25:3, pages 411-437.
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Victoria Hand & Melissa Gresalfi. (2015) The Joint Accomplishment of Identity. Educational Psychologist 50:3, pages 190-203.
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Gloriana González & Anna F. DeJarnette. (2015) Teachers’ and Students’ Negotiation Moves When Teachers Scaffold Group Work. Cognition and Instruction 33:1, pages 1-45.
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Per Nilsson & Andreas Ryve. (2014) The Nature and Role of Common Ground in the Learning of Mathematics in Small-Group Discussions. Scandinavian Journal of Educational Research 58:5, pages 609-623.
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Jessica Thompson. (2014) Engaging Girls’ Sociohistorical Identities in Science. Journal of the Learning Sciences 23:3, pages 392-446.
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Jo Towers & LyndonC. Martin. (2014) Building Mathematical Understanding Through Collective Property Noticing. Canadian Journal of Science, Mathematics and Technology Education 14:1, pages 58-75.
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Corey Webel. (2013) High School Students' Goals for Working Together in Mathematics Class: Mediating the Practical Rationality of Studenting. Mathematical Thinking and Learning 15:1, pages 24-57.
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Tom Lowrie. (2011) “If this was real”: tensions between using genuine artefacts and collaborative learning in mathematics tasks. Research in Mathematics Education 13:1, pages 1-16.
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Francesf K. Harper & Queshonda J. Kudaisi. (2023) Geometry, groceries, and gardens: Learning mathematics and social justice through a nested, equity-directed instructional approach. The Journal of Mathematical Behavior 71, pages 101069.
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