How group composition can influence opportunities for spontaneous learning
Williams, Gaye 2008, How group composition can influence opportunities for spontaneous learning, in MERGA 2008 : Navigating currents and charting directions : MERGA 31 Conference Proceedings, Mathematics Education Research Group of Australasia, Adelaide, S. Aust..
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Mathematics Education Research Group of Australasia Conference
Mathematics Education Research Group of Australasia
Place of publication
Adelaide, S. Aust.
Classroom video, and video-stimulated interviews of small group work, in a Grade 5/6 classroom are used to show ways group composition can influence learning opportunities. Vygotsky’s (1933/1966; 1978) learning theory on the spontaneous creation of knowledge as compared to the guidance of an expert other frames this group analysis. Illustrations from two groups show how opportunities to spontaneously create new knowledge can be limited or enhanced by psychological factors associated with the inclination to explore that have been linked to resilience in the form of optimism (Seligman, 1995, Williams, 2003). This study contributes to our knowledge on forming groups to promote deep learning. It raises questions about other ways in which learning may be influenced by optimistic orientation and about building this personal characteristic to enable deep learning.
Field of Research
130208 Mathematics and Numeracy Curriculum and Pedagogy
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