Using Goffman's concepts to explore collaborative interaction processes in elementary school mathematics

Abstract

The present paper describes the combined implementation of two approaches which are based on the work of Erving Goffman and focus on the analysis of the interactional participation structures. Our aim is to examine the ways that differing interpretations of the ongoing interactions may lead the students to adopt differing roles, which in turn affects the process of negotiating and establishing shared meanings. For this purpose we analyse the interaction processes in one ‘expert’ group within the ‘Jigsaw’ form of cooperation (Aronson, 1978), decomposing the participants’ roles according to their interactional status and their interpersonal effect. Our analysis points out the different roles that emerge in the process of collaborative interaction, and the influence of these roles on group achievement and individual learning possibilities.

Keywords:

• role theory
• recipient design
• peer interaction

Notes

1. In her construction, the tower from the requested cube structure is on the left hand back side.

2. One is the translation of the German indefinite pronoun <man>.

3. Remember that Max and Sina are the children in the story-context of the construction.

4. The use of the verb <machen> (‘to do’) instead of a more specific expression is very common in everyday talk (especially among children); but this imprecise term can be found also in mathematical classroom discussion.

5. Charline uses the incorrect German form <gedenkt> instead of the correct form <gedacht>.

6. The ambiguous addressing by the grammatical structure of her comment was not well-defined by her posture or prosody, so it is open for interpretations like the question of Nele (61). But this lack of clarity offered Jamal the opportunity to join in again.