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

Abstract

Many mathematics classrooms use cooperative learning to support equitable learning environments for all students. Past research in the field has focused primarily on increasing achievement rather than on contexts that support equitable interactions. This year-long study in 3 secondary mathematics classes compares 2 activity structures—a group quiz and a presentation—by examining group interaction within the 2 activities. The analysis shows that groups constructed a range of work practices, including a practice focused on collaboration, one focused on individual work, and one focused on “helping.” In addition, students adopted a variety of positions, including expert, novice, in-between, and facilitator. In this data corpus, experts tended to dominate interactions during group quizzes, whereas presentation preparations were more equitable, particularly when a student was positioned as a facilitator. Based on the analysis, suggestions are provided for structuring more equitable mathematics group work.

Notes

¹I sometimes refer to these students as in-betweens in reference to Eckert's (1989) description of jocks, burnouts, and in-betweens in her high school ethnography.

²An x-intercept is a point where a graph intersects with the x-axis. It can be found by substituting y = 0 into the equation and then solving for x.

³This example is presented in prose form rather than through a transcript, because large portions of the interaction occurred in silence.