Students’ Collaborative Problem Solving in Mathematics Classrooms: An Empirical Study

This book provides insights into the social fundamentals of learning in China, focusing on collaborative problem-solving in mathematics to increase visibility of social interactions in teachers, students, and instructional intervention. It also explores cognitive and social interaction and teacher intervention in students' group collaboration.

Format: Hardback
Length: 297 pages
Publication date: 04 January 2024
Publisher: Springer Verlag, Singapore

This comprehensive open-access book offers invaluable insights into the social foundations of learning in China, shedding light on the social interactive modes that promote and hinder this educational process. By seamlessly blending theoretical advancements with cutting-edge technical approaches, this book pioneers a novel research design that centers on collaborative problem-solving in mathematics. Its primary objective is to enhance the visibility of social interactions among teachers, students, and teachers' instructional interventions. Furthermore, it delves into the cognitive and social dynamics of students' group collaboration, as well as the role of teachers in fostering and guiding these interactions.

The book begins by examining the social context in which learning takes place in China, highlighting the cultural, economic, and political factors that shape educational practices. It then explores the theoretical frameworks and models that underpin the study of social interactions in learning, including social cognitive theory, social learning theory, and cultural-historical theory.

In the subsequent chapters, the book presents a detailed analysis of social interactions in mathematics classrooms in China. It examines how teachers design and implement instructional activities that promote collaborative problem-solving, how students engage in these activities, and the impact of these interactions on their learning outcomes. The authors also explore the factors that influence students' cognitive and social interactions within group collaboration, such as peer influence, teacher scaffolding, and classroom climate.

Throughout the book, the authors employ a range of research methods, including classroom observations, interviews, questionnaires, and document analysis, to collect data and evidence. The findings are presented in a clear and concise manner, with practical implications for teachers, policymakers, and educators interested in improving social interactions in learning in China.

In conclusion, this book is a valuable resource for anyone seeking to understand the social fundamentals of learning in China and the factors that promote or hinder social interactive modes in mathematics classrooms. By combining theoretical insights with practical applications, it provides valuable guidance for educators and policymakers who aim to enhance students' learning experiences and promote social cohesion in educational settings.

Weight: 635g
Dimension: 235 x 155 (mm)
ISBN-13: 9789819973859
Edition number: 1st ed. 2024