Sixth-Grade Mathematics Students' Perceptions of Learning Through Group Work

• In Event: Sheraton Roundtable Session Seventeen
  In Roundtable Session: Examining Opportunity to Learn Mathematics From Multiple Perspectives (Table 8)

Abstract

Groupwork in mathematics classrooms benefits from clear instructions and support for students to work together. Scaffolds for groupwork require student buy-in to be effective, so it is necessary to understand how students perceive learning in groups. With this study, we asked, what were sixth-grade mathematics students’ perceptions of learning to work in groups using open-ended tasks and group roles? We found that students interpreted the group roles differently, especially the leader's role. Students’ frustrations with groupwork include mean groupmates, groupmates not fulfilling their roles, and distracting behaviors of other group mates. This study suggests how students adapt groupwork scaffolds to better serve their interactions, which can improve future interventions to teach students to work in groups.

Authors

• Palak Shah, University of Cincinnati
  Presenting Author

• Anna Fricano DeJarnette, University of Cincinnati
  Presenting Author