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Student roles in collaborative math groups

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TitleInfo
Title
Student roles in collaborative math groups
Name (type = personal)
NamePart (type = family)
Brookes
NamePart (type = given)
Elijah A.
NamePart (type = date)
1985-
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Elijah A. Brookes
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author
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Maher
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Carolyn A
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Carolyn A Maher
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Advisory Committee
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chair
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Morrow
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Lesley M
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Lesley M Morrow
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Advisory Committee
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internal member
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Alston
NamePart (type = given)
Alice S
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Alice S Alston
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Advisory Committee
Role
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internal member
Name (type = personal)
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Uptegrove
NamePart (type = given)
Elizabeth B
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Elizabeth B Uptegrove
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-01
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2015
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
This study identifies student roles in collaborative mathematics groups and analyzes how these roles appear to impact learning. Perspectives on social and cognitive constructivism are presented as a lens for analysis. Descriptions of engagement behaviors are utilized to justify the grouping of student engagements into 8 categories of student roles. The longitudinal study student Jeff is followed through a problem task in each grade from 2 through 12: 2nd grade Counting Tasks, 3rd grade Mystery Box Task, 4th grade Towers Task, 5th grade Pizza Toppings Task, 6th grade Dice Games, 7th grade Inverse Function Activities, 8th grade Surface Area and Volume Activities, 9th grade Pirate's Treasure Exploration, 10th grade Ankur's Challenge, 11th grade Night Session Exploration of Pascal's Identity, and 12th grade Taxicab Geometry Activity. Session summary and analysis describes the actions of Jeff and his group members; descriptions of these actions form a grounded theory of mathematical engagement behaviors. Student engagement behaviors are qualitatively assessed for cognitive, social, and affectual elements. Longitudinal study data are triangulated using video data, transcripts, and student work. Critical learning events are identified and coded according to student roles. The utilization of student roles to code critical learning events in a learning series is verified through comparison with an external researcher’s coding. The questions that guided the study are: (1) what roles, if any, do individuals in mathematical groups exhibit?; what combination of roles, if any, can be characterized in mathematical problem solving? (2) How, if at all, might the presence and quality of each role have an effect on learning outcomes; how, if at all, are roles linked to the social negotiation of a valid justification in a group? (3) How, if at all, might the setting, defined here as the group size, task, and researcher interaction style, of a group be linked to specific roles? (4) How do group roles change, or remain consistent, over time? STUDENT ROLES IN MATH 3 Twenty-five categories of student engagement behaviors that comprise student interactions and roles while collaborating on mathematics are identified. Jeff’s groups are successful because they produce mathematically valid solutions and justifications. Engagement behaviors linked to mathematical development are identified through descriptions of critical learning events. Fourteen engagement behaviors are reported during critical learning events; an additional 5 engagement behaviors are reported in high frequency within critical learning events. Specific examples are presented that describe the impact of each engagement behavior on the student’s learning outcomes. Selected examples also illustrate how administrative discussion, communication improvement, leadership, answer checking, and external interactions impact the student justification process. Examples are presented that demonstrate that group size, problem selection, student experiences, and researcher interaction style can each impact group structure, which impacts student interactions. Some engagement behaviors are identified as changing over time, but many remain consistent in purpose and implementation across the grades studied. While successfully investigating mathematical problems, Jeff’s groups demonstrate 8 naturally occurring roles: administrative discussion, answer checking, external interaction, indicating motivation, leadership, presentation, mathematical strategizing, and individual development. Data from this study are limited to the longitudinal students in Jeff’s group for a problem solving activity once per year. Future research with other groups is recommended to explore how similarities or differences impact the roles exhibited by students.
Subject (authority = RUETD)
Topic
Mathematics Education
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching
Subject (authority = ETD-LCSH)
Topic
Team learning approach in education
Subject (authority = ETD-LCSH)
Topic
Grounded theory
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6034
PhysicalDescription
Form (authority = gmd)
electronic resource
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application/pdf
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text/xml
Extent
1 online resource (ix, 1580 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Elijah A. Brookes
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3Z89F44
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Brookes
GivenName
Elijah
MiddleName
A.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-12-01 21:46:29
AssociatedEntity
Name
Elijah Brookes
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-01-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2017-01-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after January 30th, 2017.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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