Video-mediated interviews to reveal multiple voices in peer collaboration for mathematics learning in groups

ABSTRACT

Peer collaboration in schools can be a locus for negotiation of power and cultural norms. Set in the context of ethnically and linguistically diverse urban schools, this study discusses the possibilities and limitations of utilizing video-mediated interviews to reveal multiple voices. Our research method is based on video-recorded peer-to-peer interactions wherein a small group of students engaged in mathematics tasks, as well as video-mediated interviews with individual students while watching the video of themselves engaging in group work. Using the theoretical framework of ideological and sociohistorical nature of voice and figured worlds, our analysis revealed the ideologies and sociohistorical norms that influenced the ways in which the students collaborate with their peers. Based on our analyses of the video-mediated interviews, we raise awareness of potential conflicts that could affect the generation and development of ideas through collaboration. We also discuss ways to use video-mediated interviews as a methodology to interrogate the norms underlying collaboration among students in school settings.

KEYWORDS:

• Video-mediated interview
• video research in education
• group work
• student voice
• mathematics learning

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Venise Bryan http://orcid.org/0000-0003-3477-2917

Additional information

Funding

This work was supported by Social Sciences and Humanities Research Council of Canada [grant number 403-2015-00151].