Students’ Collaborative Problem Solving in Mathematics Classrooms: An Empirical Study (Perspectives on Rethinking and Reforming Education)

Preface
Contents
1 Research on Collaborative Problem Solving Teaching in a Secondary School Mathematics Classroom
	1.1 Introduction
		1.1.1 Research Background
		1.1.2 Research Problem
	1.2 Literature Review
	1.3 Methodology
		1.3.1 Methods
		1.3.2 Research Design
		1.3.3 Data Collection
		1.3.4 Data Analysis
	1.4 The Main Research Results
		1.4.1 Construction of Design-Based Mathematical Collaborative Problem Solving Teaching Model
		1.4.2 Cognitive and Social Interaction During Collaborative Problem Solving in Mathematics Classrooms
		1.4.3 Teacher Noticing and Guidance During Collaborative Problem Solving
	References
2 Examining Junior High School Students’ Collaborative Knowledge Building: Based on the Comparison of High- & Low-Performance Groups’ Mathematical Problem-Solving
	2.1 Introduction
	2.2 Methodology
		2.2.1 The Main Concepts
		2.2.2 Research Design
		2.2.3 Sample Learning Task
		2.2.4 Research Participants
		2.2.5 Research Method
		2.2.6 Analytical Framework
		2.2.7 Research Implementation and Data Processing
		2.2.8 Description of Reliability and Validity
	2.3 Results
		2.3.1 General CKB Situation
		2.3.2 Trajectory of CKB
		2.3.3 Level of CKB
		2.3.4 Team Interaction of CKB
	2.4 Discussion
	2.5 Conclusion
	References
3 How Did Students Solve Mathematics Tasks Collaboratively? An Investigation of Chinese Students’ Participation in Groups
	3.1 Introduction
	3.2 Literature Review
		3.2.1 Students’ Negotiation Process in Groups
		3.2.2 Research on Negotiation Discourse in Mathematics Classrooms
	3.3 Materials and Methods
		3.3.1 Data Source
		3.3.2 Analytical Approach
		3.3.3 Validity
	3.4 Results
		3.4.1 An Overview of a Negotiative Event Chain
		3.4.2 Participation of Group Members in the Process of Task Completion
	3.5 Summary
	References
4 Research on Individual Authority and Group Authority Relations in Collaborative Problem Solving in Middle School Mathematics
	4.1 Introduction
		4.1.1 Conceptual Framework
	4.2 Research Design
		4.2.1 Data Sources
		4.2.2 Data Analysis
		4.2.3 Coding Scheme
	4.3 Results
		4.3.1 Individual Authority Study Results of the High- and Low-Scoring Groups
		4.3.2 Group Collective Authority Study Results for the High- and Low-Scoring Groups
	4.4 Conclusion
		4.4.1 Analysis of Individual Authority in CPS in Middle School Mathematics
		4.4.2 Analysis of Group Authority Relations in CPS in Middle School Mathematics
	Appendix 4.1: Scores Rating Scale for CPS in Mathematics Outcomes in Middle School
	References
5 The Development and Use of Opportunity to Learn (OTL) in the Collaborative Problem Solving: Evidence from Chinese Secondary Mathematics  Classroom
	5.1 Introduction
	5.2 Literature Review
	5.3 Theoretical Framework and Method
		5.3.1 Commognitive Approach to Study Mathematics Learning
		5.3.2 Opportunity to Learn (OTL)
		5.3.3 Sampling and Data Collection
		5.3.4 Data Analysis
	5.4 Results
		5.4.1 Group 1
		5.4.2 Group 2
	5.5 Discussion
		5.5.1 Type of Discourse
		5.5.2 Type of Interactions
		5.5.3 OTL and the Role of Student
		5.5.4 A Summary of Factors that Influence the Development of OTL
	5.6 Conclusion and Implications
	References
6 The Characteristics of Mathematical Communication in Secondary School Students’ Collaborative Problem Solving
	6.1 Introduction
	6.2 Research Methods
		6.2.1 Data Selection
		6.2.2 Data Analysis
	6.3 Study Results
		6.3.1 Elements of Mathematical Communication in Secondary School Students’ Collaborative Problems Solving
	6.4 Discussion and Conclusion
	References
7 A Study of Conflict Discourse in Mathematical Collaborative Problem Solving
	7.1 Research Background
		7.1.1 Method
		7.1.2 Data Collection
	7.2 Results
		7.2.1 Analysis of Conflict Discourse Types in Mathematical Collaborative Problem Solving
		7.2.2 An Analysis of the Overall Structure of Conflict Discourse in the Problem Solving of Group Collaborative
		7.2.3 The Overall Linguistic Features of Conflict Discourse in Collaborative Problem Solving
		7.2.4 Analysis of Individual Factors that Affect Students’ Collaborative Problem Resolution Conflict Discourse
	7.3 Discussion and Findings
		7.3.1 Discussion
		7.3.2 Conclusion
	7.4 Implication and Contribution
		7.4.1 The Research’s Implications for Social Interaction in Mathematical Collaborative Problem Solving
		7.4.2 Implications for the Reasonable Establishment of Collaborative Groups
		7.4.3 Implications for Setting Scientific Mathematical Tasks Themes
		7.4.4 Implications of Teachers’ Teaching Intervention in the Process of Collaborative Problem Solving
		7.4.5 Implications of Students’ Participation in Mathematics Collaborative Problem Solving
	References
8 Research on Student Interaction in Peer Collaborative Problem Solving in Mathematics
	8.1 Introduction
	8.2 Research Method
		8.2.1 Participants
		8.2.2 Encoding Frame
	8.3 Results
		8.3.1 Verbal Interaction
		8.3.2 Task Set Location
	8.4 Discussion
		8.4.1 Discussion
	8.5 Conclusions and Implications
	References
9 Differences Between Experienced and Preservice Teachers in Noticing Students’ Collaborative Problem-Solving Processes
	9.1 Introduction
		9.1.1 Factors Influencing the Quality of Collaboration
		9.1.2 Characteristics of Teachers’ Noticing in Classroom Settings
	9.2 Method
		9.2.1 Data Collection
		9.2.2 Data Analysis
	9.3 Results
		9.3.1 Differences in the Distribution of Visual Attention
		9.3.2 Differences in the Features of Collaborative Problem-Solving Noticed
	9.4 Discussion
		9.4.1 Preservice Teachers Attend to More Superficial Information
		9.4.2 Preservice Teachers Are More Concerned with Students’ Misbehaviors
		9.4.3 Preservice Teachers Focus Little on the Teaching Goal of Group Collaboration
	9.5 Conclusions and Implications
	References
10 Teacher Intervention in Collaborative Mathematics Problem Solving in Secondary School
	10.1 Introduction
	10.2 Literature Review
		10.2.1 Definition of Teacher Intervention in CPS
		10.2.2 Review and Analysis of Empirical Research on Teacher–Group Interaction in China’s Mathematics Classrooms
		10.2.3 Teacher Intervention During Collaboration
	10.3 Current Study
		10.3.1 Research Questions
		10.3.2 Research Design
		10.3.3 Participants
		10.3.4 Data Analysis
	10.4 Results
		10.4.1 Results of Pair Collaborative Problem Solving
		10.4.2 Results of Group Collaborative Problem Solving
		10.4.3 Results of the Case Study
	10.5 Discussion
		10.5.1 Intervention Was Generally Effective, but Limited for Heterogeneous Groups
		10.5.2 Differences in the Level of Control of the Intervention
		10.5.3 Interventions Based on the Understanding of the Students and Emphasis the Equality
	10.6 Suggestions
	References
11 Research on the Evaluation of Students’ Collaborative Problem-Solving
	11.1 Introduction
	11.2 Research Method
		11.2.1 Subject and Methodology
		11.2.2 Scientific Justification of Evaluation Criteria
	11.3 Study Results
		11.3.1 Results of Quantitative Statistics and Qualitative Analysis of Students’ Collaborative Discourse
		11.3.2 Results of Discourse Analysis in Student Pair and Group CPS
		11.3.3 Level of Students’ CPS Skills
		11.3.4 Description of Discourse Analysis Results
		11.3.5 Results of the Qualitative Study Analysis
		11.3.6 Quantitative Analysis Results
		11.3.7 General Discussion
	11.4 Conclusion and Implications
		11.4.1 Discussion
		11.4.2 Conclusion
		11.4.3 Insights
	References
Appendix
Index