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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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Title How group composition can influence opportunities for spontaneous learning
Author(s) Williams, Gaye
Conference name Mathematics Education Research Group of Australasia. Conference (31st : 2008 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 28 June-1 July 2008
Title of proceedings MERGA 2008 : Navigating currents and charting directions : MERGA 31 Conference Proceedings
Editor(s) Goos, Merrilyn
Brown, Ray
Makar, Katie
Publication date 2008
Conference series Mathematics Education Research Group of Australasia Conference
Publisher Mathematics Education Research Group of Australasia
Place of publication Adelaide, S. Aust.
Summary 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.
ISBN 9781920846183
1920846182
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2008, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30018376

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.