Collaborative group work in mathematics in the UK and Japan: use of group thinking measure tests
Fujita, T; Doney, J; Flanagan, R; et al.Wegerif, R
Date: 17 December 2019
Journal
Education 3-13
Publisher
Taylor & Francis (Routledge) for Association for the Study of Primary Education (ASPE)
Publisher DOI
Abstract
This paper reports on a study of collaborative group work in mathematics.
Although collaborative group work is known as one of the important approaches in
education, it is still uncertain how group thinking can be measured in various learning
contexts. We used the Group Thinking Measure (GTM) test developed by Wegerif
et al. (2017) ...
This paper reports on a study of collaborative group work in mathematics.
Although collaborative group work is known as one of the important approaches in
education, it is still uncertain how group thinking can be measured in various learning
contexts. We used the Group Thinking Measure (GTM) test developed by Wegerif
et al. (2017) alongside mathematics tests to measure group thinking and group
mathematical thinking. Our participants from Japan (134 pupils, 10-12 year old) and
the UK (30 pupils, 11-12 year old) schools undertook the GTM individually and then
in a group of three (triad), following which, the same group also solved sets of
mathematics problems. From the quantitative results we found that examining
whether a group is a Value Added Group or not in their GTM scores is a useful way
to identify more mathematically effective groups. From a qualitative analysis of
video data of pupils’ group work, we also found that successful problem solving
might be due to the use of certain strategies. In conclusion, we consider that GTM
can be used to indicate which groups are effective in subject areas such as
mathematics
School of Education
Faculty of Humanities, Arts and Social Sciences
Item views 0
Full item downloads 0