Collaborative mathematical problem-solving processes

In addition to all the journals I subscribe to in Google Reader, I try to keep track of the excellent aggregation of articles related to educational research that my colleague Doug Holton has set up. Going through the latest updates from his shared items, I discovered an interesting article that was published in the journal Learning and Instruction. This particular article is entitled Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes, and it was written by Finish scholars Tuike Iiskala, Marja Vauras, Erno Lehtinen and Pekka Salonen. Here is a copy of the abstract of their article:

This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication (N= 14 675). Episodes of socially shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially shared metacognition.

Mathematics education in Brazil

A while ago, mathematics education in Brazil used to mean Ubiratan D’Ambrosio to many. To me, the combination of mathematics education + Brazil also makes me think about my dear colleague, Professor Maria Luiza Cestari, University of Agder. If this is in any way close to your own level of knowledge about mathematics education in Brazil, you might want to check out the latest issue of ZDM. Some of the articles in this theme issue are related to the Brazilian context by content, and all of the articles are written by Brazilian scholars it seems. If you have no interest in Brazil besides football, you still might be interested in taking a look, because the thirteen articles that this issue includes cover a variety of issues that should be of interest to anyone within the field of mathematics education research. Take a look at the list of contents:

  • Dynamics of change of mathematics education in Brazil and a scenario of current research, by Ubiratan D’Ambrosio and Marcelo C. Borba
  • Mathematics education and democracy, by Adriana Cesar de Mattos and Marcelo Salles Batarce
  • Online distance mathematics education in Brazil: research, practice and policy, by Marcus Vinicius Maltempi and Ana Paula dos Santos Malheiros
  • The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges, by Maria do Carmo Santos Domite
  • Trends of the history of mathematics education in Brazil, by Wagner Rodrigues Valente
  • Research on mathematics education, by Maria Aparecida Viggiani Bicudo
  • Brazilian research on modelling in mathematics education, by Jussara de Loiola Araújo
  • Mathematics education and differential inclusion: a study about two Brazilian time–space forms of life, by Gelsa Knijnik and Fernanda Wanderer
  • Adult Education and Ethnomathematics: appropriating results, methods, and principles, by Maria da Conceição Ferreira Reis Fonseca
  • Philosophical reflections prompted by the principles of ethnomathematics, by Rogério Ferreira
  • Mobilizing histories in mathematics teacher education: memories, social practices, and discursive games, by Antonio Miguel and Iran Abreu Mendes
  • Digital technologies and the challenge of constructing an inclusive school mathematics, by Lulu Healy, Ana Paula Jahn and Janete Bolite Frant
  • Modeling empowered by information and communication technologies, by Mónica E. Villarreal, Cristina B. Esteley and María V. Mina