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Positioning During Group Work on a Novel Task in Algebra II
Anna F. DeJarnette and Gloriana González
Journal for Research in Mathematics Education
Vol. 46, No. 4 (July 2015), pp. 378-422
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/10.5951/jresematheduc.46.4.0378
Page Count: 45
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Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. The authors applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. Students who frequently repositioned themselves created opportunities for mathematical reasoning by attending to the resources and operations necessary for completing the task. The findings of this study suggest how students' positioning and mathematical reasoning are intertwined and jointly support collaborative learning through work on novel tasks.
Copyright 2015 National Council of Teachers of Mathematics, Inc.