2014 Volume 39 Pages 25-36
The purpose of this paper was to identify how group discussions differ based on the aims of tasks in math lessons in a junior high school. Classroom discourse in one certain group which consists of four students in total was labeled with N. Webb’s idea of “help-seeking”. All tasks could be divided into two types: “solution-oriented tasks” and “meaning-understanding-oriented tasks”. The differences in them are as follows: the former aims at the students’ obtaining the appropriate answers; the latter is for them reconsidering why such solutions are necessary in each case, exploring the definitions and properties of mathematics. The relationship between help-seekers and help-givers were analyzed qualitatively for the discourse that one group worked on each tasks.
Three findings were made: (1) In terms of “solution-oriented tasks”, the students who could solve the problems taught those who could not. While in regarding “meaning-understanding-oriented tasks”, students talked over the topics which were derived from their thoughts and questions; (2) Depends on the aims of the tasks, students changed the balance and patterns of both help-seeking and help-giving; (3) In the discussions that help-seeker could get an elaborated help, the three functions of “help-seeking” behaviors were found: to persist in seeking for more adequate explanations and modify “help-seeking” patterns; to state their own thoughts without hesitations even in error; and to paraphrase the words given as a help by themselves.
