Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving

• Published in: Education sciences Vol. 11; no. 5; pp. 214 - 231
• Main Authors: Webb, Noreen M., Ing, Marsha, Burnheimer, Eric, Johnson, Nicholas C., Franke, Megan L., Zimmerman, Joy
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01-05-2021
• Subjects: Achievement tests; Behavior Patterns; Classroom Communication; classroom-based talk; Collaboration; Cooperative Learning; cooperative/collaborative learning; Elementary School Students; Eye contact; Grade 3; Group Dynamics; Hispanic Americans; Learner Engagement; Mathematics; Mathematics Achievement; Mathematics Instruction; peer collaboration; peer learning; Peer Relationship; Problem Solving; small group learning; student interaction; Student Participation; Teaching Methods; California
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci11050214

Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group.