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dc.contributor.authorSjöblom, Marie
dc.contributor.authorMeaney, Tamsin Jillian
dc.date.accessioned2021-08-26T07:38:22Z
dc.date.available2021-08-26T07:38:22Z
dc.date.created2021-07-08T09:37:17Z
dc.date.issued2021
dc.identifier.citationSjöblom, M., & Meaney, T. (2021). “I am part of the group, the others listen to me”: Theorising productive listening in mathematical group work. Educational Studies in Mathematics, 107(3), 565-581.en_US
dc.identifier.issn0013-1954
dc.identifier.urihttps://hdl.handle.net/11250/2771317
dc.description.abstractAlthough group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, “productive listening,” is described which focuses on observable features connected to students’ ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker’s contribution as being valuable and feeling that one’s own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others’ mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectlisteningen_US
dc.subjectstudent interactionsen_US
dc.subjectgroup worken_US
dc.subjectmathematical problem solvingen_US
dc.title“I am part of the group, the others listen to me”: theorising productive listening in mathematical group worken_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2021en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.source.pagenumber565-581en_US
dc.source.volume107en_US
dc.source.journalEducational Studies in Mathematicsen_US
dc.source.issue3en_US
dc.identifier.doi10.1007/s10649-021-10051-2
dc.identifier.cristin1920912
dc.relation.projectNorges forskningsråd: 273404en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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