Acknowledging the pivotal role of noticing in teachers' professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers' noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional…

In today's digital society, computer-supported collaborative learning (CSCL) and collaborative problem solving (CPS) have received increasing attention. CPS studies have often emphasized outcomes such as skill levels of CPS, whereas the action transitions in the paths to solve the problems related to these outcomes have been scarcely studied. The…

Understanding how individuals collaborate with others is a complex undertaking, because collaborative problem-solving (CPS) is an interactive and dynamic process. We attempt to identify distinct collaborative problem-solver profiles of Chinese 15-year-old students on a computer-based CPS task using process data from the 2015 Program for…

This study contributes to our understanding of meaning making in CSCL environments by examining a specific aspect of collaborative problem solving in which students improvise, introduce, and make meaning with representations in disciplinary domains. These situations include the embodied and imaginative processes of discovering new representational…

Collaboration scripts and heuristic worked examples have been described as powerful scaffolds to support skill acquisition in CSCL. While CSCL scripts particularly facilitate argumentative discourse within groups, heuristic worked examples provide heuristics and worked out pathways to solve domain-specific tasks. Yet, both scripts and heuristic…

There is a positive relationship between student participation in computer-supported collaborative learning (CSCL) environments and improved complex problem-solving strategies, increased learning gains, higher engagement in the thinking of their peers, and an enthusiastic disposition toward groupwork. However, student participation varies from…

Collaboration scripts have repeatedly been implemented in Computer-Supported Collaborative Learning (CSCL) to facilitate collaboration processes and individual learning. However, finding the right degree of structure is a subtle design task: scripts that are too rigid may impair self-regulation and hinder learning; scripts that are too flexible…

This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical…

In CSCL research, collaborative activity is conceptualized along various yet intertwined dimensions. When functioning within these multiple dimensions, participants make use of several resources, which can be social or content-related (and sometimes temporal) in nature. It is the effective coordination of these resources that appears to…

In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We…

Earlier quantitative studies in computer-supported collaborative learning identified "Productive Failure" (Kapur, Cognition and Instruction 26(3):379-424, "2008") as a phenomenon in which students experiencing relative failures in their initial problem-solving efforts subsequently performed better than others who were in a condition not involving…

With the aim to promote students' mathematics learning, we extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore we developed a collaboration script to support students' interactions. In an experimental classroom study, we compared three conditions:…

While some studies found positive effects of collaboration on student learning in mathematics, others found none or even negative effects. This study evaluates whether the varying impact of collaboration can be explained by differences in the type of knowledge that is promoted by the instruction. If the instructional material requires students to…

Our research aims to identify children's communicative strategies when faced with the task of solving a geometric puzzle in CSCL contexts. We investigated how to identify and trace "distributed cognition" in problem-solving interactions based on discursive cohesion to objects, participants, and prior discursive content, and geometric and…

In order to collaborate effectively in group discourse on a topic like mathematical patterns, group participants must organize their activities in ways that share the significance of their utterances, inscriptions, and behaviors. Here, we report the results of a ethnomethodological case study of collaborative math problem-solving activities…