Analyzing elementary students’ access to cognitive-oriented positions in mathematics

Tye Campbell; Haleigh Sears

doi:10.29333/iejme/14191

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Tye Campbell ¹ ^* , Haleigh Sears ²

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¹ Utah State University, Logan, UT, USA² Crandall University, Moncton, NB, CANADA^* Corresponding Author

Abstract

The effectiveness of group problem-solving in mathematics depends on the extent to which meaningful participation is distributed across all group members. One way to explore how participation is distributed within groups is by examining how students are positioned within group interactions. In this study, we explore the social instructional factors that cause elementary students to move in and out of positions that support cognitive engagement during collaborative problem-solving in mathematics. Using a case study analysis of three elementary students working in a group, we found five social instructional factors that caused students to move in and out of cognitive-oriented positions during group work in mathematics: (1) building an ally through common language, (2) physical access to the chalkboard and resources, (3) tone of voice, (4) teacher intervention, and (5) contestation from peers. The findings promote implications for effectively facilitating group work in mathematics.

Keywords

positioning theory
mathematics
group work
collaborative learning

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2024, Volume 19, Issue 1, Article No: em0769

https://doi.org/10.29333/iejme/14191

Publication date: 10 Feb 2024

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Article Downloads: 175

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How to cite this article

APA

Campbell, T., & Sears, H. (2024). Analyzing elementary students’ access to cognitive-oriented positions in mathematics. International Electronic Journal of Mathematics Education, 19(1), em0769. https://doi.org/10.29333/iejme/14191

Vancouver

Campbell T, Sears H. Analyzing elementary students’ access to cognitive-oriented positions in mathematics. INT ELECT J MATH ED. 2024;19(1):em0769. https://doi.org/10.29333/iejme/14191

AMA

Campbell T, Sears H. Analyzing elementary students’ access to cognitive-oriented positions in mathematics. INT ELECT J MATH ED. 2024;19(1), em0769. https://doi.org/10.29333/iejme/14191

Chicago

Campbell, Tye, and Haleigh Sears. "Analyzing elementary students’ access to cognitive-oriented positions in mathematics". International Electronic Journal of Mathematics Education 2024 19 no. 1 (2024): em0769. https://doi.org/10.29333/iejme/14191

Harvard

Campbell, T., and Sears, H. (2024). Analyzing elementary students’ access to cognitive-oriented positions in mathematics. International Electronic Journal of Mathematics Education, 19(1), em0769. https://doi.org/10.29333/iejme/14191

MLA

Campbell, Tye et al. "Analyzing elementary students’ access to cognitive-oriented positions in mathematics". International Electronic Journal of Mathematics Education, vol. 19, no. 1, 2024, em0769. https://doi.org/10.29333/iejme/14191