The collaboration of mathematically gifted students on challenging tasks

Journal article


Diezmann, Carmel and Watters, Jim. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted. 25(1), pp. 7 - 31. https://doi.org/10.1177/016235320102500102
AuthorsDiezmann, Carmel and Watters, Jim
Abstract

This study explored the collaboration of mathematically gifted children aged 11–12 years in solving complex, novel problems by examining the student's preferences for collaboration in relation to the difficulty of the task being undertaken. Using a qualitative methodology, we show that there is a relationship between the complexity of the task and the extent and type of collaborative interactions in which students engaged. Collaboration was preferred only when the task was sufficiently challenging. However, in the context where collaboration was encouraged and students took advantage of working with peers, there was the development of mutual scaffolding, shared cognition, critical thinking, and the ability to discern and monitor goal states for the problems. The implications of this study for the education of mathematically gifted students are discussed.

Year2001
JournalJournal for the Education of the Gifted
Journal citation25 (1), pp. 7 - 31
PublisherPrufrock Press Inc.
ISSN0162-3532
Digital Object Identifier (DOI)https://doi.org/10.1177/016235320102500102
Scopus EID2-s2.0-0035438004
Page range7 - 31
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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