A Study of Learning Difficulties in Group Learning of Mathematics: Focusing on the Relationship between Equal Discussion among Participants
2023 Volume 28 Issue 2 Pages 13-25
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2023 Volume 28 Issue 2 Pages 13-25
The purpose of this paper is to identify the possibility that the norm that it is good to talk evenly in group learning creates a new difficulty in learning mathematics.
The research method is to collect data by first designing and implementing group learning based on the norm of talking evenly using Wiggins’ (2017) spider discussion. Second, we defined the ideal group learning as a group in which ideas were emergent, and then collected examples of group learning in which ideas were emergent. Then, we examine the bias in the number of conversations between students in these two group studies.
As a result of collecting the data from the classes, we found that the number of conversations among the students was uneven, although they were able to engage in activities with an awareness of the need to discuss equally. In addition, in the case of the group that generated ideas, the conversations between the two students were biased, and they were not able to discuss equally.
These results indicate that there is not necessarily a relationship between the number of times students talk to each other and the depth of learning. In addition, by examining the causes of the unevenness in the number of conversations among the students, we found that the norm that it is good for students to discuss evenly may create a new difficulty in learning by hindering the fluidly changing roles of students in group learning, making it difficult for the participants to have opportunities to generate their own ideas. We found that this may create new learning difficulties that prevent participants from having opportunities to develop their own ideas. This suggests that human relationships are involved in the understanding of mathematics.
In the future, we will examine the validity of this new difficulty in learning based on the suggestion that human relationships are involved in the understanding of mathematics.
