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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
  • e-ISSN: 1306-3030
  • First published in 2006
JOURNAL ARCHIVE
Influence of Interactions in the Collaborative Solving of a Velocity Problem
Santa Tejeda 1 * , Angeles Dominguez 2
1 Tecnologico de Monterrey, Monterrey, MEXICO2 Universidad Andres Bello, Santiago, CHILE
* Corresponding Author
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Tejeda S, Dominguez A. Influence of Interactions in the Collaborative Solving of a Velocity Problem. Int Elect J Math Ed. 2019;14(1), 91-108. https://doi.org/10.12973/iejme/3979
APA 6th edition
In-text citation: (Tejeda & Dominguez, 2019)
Reference: Tejeda, S., & Dominguez, A. (2019). Influence of Interactions in the Collaborative Solving of a Velocity Problem. International Electronic Journal of Mathematics Education, 14(1), 91-108. https://doi.org/10.12973/iejme/3979
Chicago
In-text citation: (Tejeda and Dominguez, 2019)
Reference: Tejeda, Santa, and Angeles Dominguez. "Influence of Interactions in the Collaborative Solving of a Velocity Problem". International Electronic Journal of Mathematics Education 2019 14 no. 1 (2019): 91-108. https://doi.org/10.12973/iejme/3979
Harvard
In-text citation: (Tejeda and Dominguez, 2019)
Reference: Tejeda, S., and Dominguez, A. (2019). Influence of Interactions in the Collaborative Solving of a Velocity Problem. International Electronic Journal of Mathematics Education, 14(1), pp. 91-108. https://doi.org/10.12973/iejme/3979
MLA
In-text citation: (Tejeda and Dominguez, 2019)
Reference: Tejeda, Santa et al. "Influence of Interactions in the Collaborative Solving of a Velocity Problem". International Electronic Journal of Mathematics Education, vol. 14, no. 1, 2019, pp. 91-108. https://doi.org/10.12973/iejme/3979
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Tejeda S, Dominguez A. Influence of Interactions in the Collaborative Solving of a Velocity Problem. Int Elect J Math Ed. 2019;14(1):91-108. https://doi.org/10.12973/iejme/3979

Abstract

Understanding a graph in pairs, in a productive way, improves the comprehension of a concept. In this research, we had 2 objectives: 1) to delve deep into the behavior of 15 pairs of remedial physics students when solving a problem with a graph of velocity, 2) to understand the interchange of personal meanings during their interactions. We posed the problem through an interview about velocity given a graph of position. We analyzed the participants’ behavior based on the mathematical problem-solving theory of Schoenfeld. This analysis brought on the examination of interactions through grounded theory. We found that communication in the interchange of meanings and the quality of interactions is linked to productivity in problem-solving. We worked with a few emergent propositions based on behavior and interactions of pairs, then we identified specific alternative conceptions that students utilized to discuss the problem, how they managed their time and the richness of their contributions. Finally, we concluded that the mapping is a powerful tool that offers a view of students’ mental paths while solving problems that allow to assess the nature of the conceptual models originated by the interaction.

Keywords

graphs interactions of pairs science education problem solving student behavior

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