Abstract
In a reconsideration of Suzuki (2019), this study constructed a framework for assessing collaborative problem-solving in group arithmetic learning and re-examined the case study. The assessment framework used to present the collaboration and problem-solving processes was based on the Organisation for Economic Co-operation and Development’s collaborative problem-solving framework (OECD, 2017). A selected group dialogue on the “area of a right-angled triangle” in fifth-grade arithmetic was re-examined in terms of collaboration and problem solving, and the participation and engagement in the dialogue and process of enhancing understanding were analyzed. Through students’ collaboration and development of problem-solving activities, all participants engaged in a dialogue accommodating different levels of understanding and diverse ideas, and a process of enhancing understanding through interplay was achieved. An interplay was confirmed through the sequence of a dialogue linking students’ ideas that expanded, compared, and refined the previous speaker’s remarks, and the students managed group learning independently through their collaboration skills.
