“If this was real”: tensions between using genuine artefacts and collaborative learning in mathematics tasks

Abstract

This investigation identified the interactions and discourse employed by students (11–12 years old) when challenged to solve a realistic mathematics problem in a collaborative group situation. The students were asked to use genuine artefacts (including brochures, menus, bus timetables and photographs) to complete an open-ended task in small groups. Although most students were able to establish their own sense of authenticity by aligning the problem to their personal experiences and understandings, it was also the case that the majority found it difficult to establish meaningful, realistic understandings in the group situation. The students were unable to regulate the collective ideas of the group because too much emphasis was placed on personalising the task.

Keywords:

• problem solving
• collaborative group work
• genuine artefacts

Acknowledgements

Sincere thanks are extended to the children, teachers and principal of the school involved in the study. I would also like to acknowledge the contribution of Jo Pincott, who helped organise the site visits and gather data for the study, and Tracy Logan and Kim Woodland, for their insights and critical eye in subsequent drafts of the manuscript.