Developing Students’ Collaboration in a Mathematics Classroom through Dramatic Activities

Petros Chaviaris; Sonia Kafoussi

doi:10.29333/iejme/252

Full Text (PDF)

Petros Chaviaris, Sonia Kafoussi

More Detail

Abstract

This paper presents the opportunities that students‟ participation in playing and acting in dramatic activities offered to them for reflection on their social interaction in mathematics. The research took place in a fifth grade of a typical public primary school. Three different case studies of pairs of students as they are engaged in dramatic activities during their metadiscursive reflection on their interaction in mathematics are presented. The drama seems to be a fruitful environment for the development of students‟ reflection on their collaboration in mathematics, as it allows them to reflect on issues concerning social and emotional aspects of their collaboration and to become aware of its evolution.

Keywords

collaborative learning
drama in education
metadiscursive reflection
primary education
school mathematics

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 5, Issue 2, May 2010, 91-110

https://doi.org/10.29333/iejme/252

Publication date: 08 Aug 2010

Article Views: 3497

Article Downloads: 2448

Open Access References How to cite this article

References

Andersen, C. (2002). Thinking as and thinking about: Cognition and metacognition in drama in education. Ιn B. Rasmussen and A. L. Ostern (Εds.), Playing betwixt and between: The IDEA dialogues 2001 (pp. 265-270). Landslaget, Drama i Skolen, Oslo.
Andersen, C. (2004). Learning in “as-if” worlds: Cognition in drama in education. Theory into Practice, 43(4), 281-286.
Bolton, G. (1985). Changes in thinking about drama in education. Theory into Practice, 24(3), 151-157.
Bolton, G. (1995). Afterword: Drama as research. In P. Taylor (Ed.), Researching Drama and Arts Education (pp. 187- 194). London: The Falmer Press.
Breen, C., & Hannula, M. S. (2003). Exploring alternative interpretations of classroom data. Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, Vol.1, (pp.174). Honolulu, USA.
Cobb, P., Wood, T. & Yackel, E. (1991). A constructivist approach to second grade mathematics. In E. von Glasersfeld (Ed.), Radical constructivism in mathematics education (pp. 157-176). Kluwer Academic Publishers.
Chaviaris, P., & Kafoussi, S. (2005). Students‟ reflection on their sociomathematical smallgroup interaction: A case study. In H. L. Chick, & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, (pp. 241-248). Melbourne.
Chaviaris, P. (2006). Types of sociomathematical interactions in mathematics classroom: The observation of video-recorded collaboration and the role- playing as environments for reflection. Unpublished PhD Dissertation, University of the Aegean, Greece (in Greek).
Chaviaris, P., Kafoussi, S., & Kalavassis, F. (2007). Pupils‟ meta-discursive reflection on mathematics: A case study. Teaching Mathematics and Computer Science, 5(1), 147-169.
Cobb, P., Gravemeijer, K., Yackel, E., McLain, K., & Whitenack, J. (1997). Mathematizing and symbolizing: The emergence of chains of signification in one first grade classroom. In D. Kirshner & J. Whitson (Eds.), Situated Cognition (pp. 151-233). Lawrence Erlbaum Associates.
de Abreu, G. (2000). Relationships between macro and micro socio-cultural contexts: Implications for the study of interactions in the mathematics classroom. Educational Studies in Mathematics, 41, 1-29.
Dekker, R., & Elshout-Mohr, M. (2004). Teacher interventions aimed at mathematical level raising during collaborative learning. Educational Studies in Mathematics, 5, 39-65.
Dekker, R., Elshout, M., & Wood, T. (2006). How children regulate their own collaborative learning. Educational Studies in Mathematics, 62, 57-79.
Duatepe, A. (2005). The effects of drama-based instruction on seventh grade students‟ geometry achievement, van Hiele geometry thinking levels, attitudes toward mathematics and geometry. Research in Drama Education, 10(1), 65-66.
Duatepe, A., & Ubuz, B. (2002). Drama based instruction and geometry. Retrieved July 01, 2005 from http//www.icme-organisers.dk/tsg14/TSG14-12.pdf
Fleming, M., Merell, C., & Tymms, P. (2004). The impact of drama on pupils‟ language, mathematics, and attitude in two primary schools. Research in Drama Education, 9(2), 177-197.
Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49, 193-223.
Jensen, J. L., & Rodgers, R. (2001). Cumulating the intellectual gold of case study research. Public Administration Review, 61(2), 236–246.
Johnson, C. (2002). Drama and metacognition. Early Child Development and Care, 172, 595- 602.
Kafoussi, S., Chaviaris, P., & Dekker, R. (2010, in press). Factors that influence the development of students‟ regulating activities as they collaborate in mathematics. International Journal for Mathematics in Education, 2.
Kieren, T. E. (1992). Rational and fractional numbers as mathematical and personal knowledge: Implications for curriculum and instruction. In G. Leinhardt, R. Putnam, and R. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching (pp. 323–372). NJ Hillsdale: Lawrence Erlbaum Associates.
Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitive instruction on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.
Lerman, S. (1998). Research on socio-cultural perspectives of mathematics teaching and learning. In A. Sierpinska & J. Klipatrick (Eds.), Mathematics Education as a Research Domain: A Search for Identity (pp. 333-350). Kluwer Academic Publishers.
Mevarech, Z., & Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition. Metacognition and Learning, 1, 85-97.
Pijls, M., Dekker, R., & Van Hout-Wolters, B. (2007). Reconstruction of a collaborative mathematical learning process. Educational Studies in Mathematics, 65, 309-329.
Saab, J. F. (1987). The effects of creative drama methods on mathematics achievement, attitudes and creativity. Unpublished PhD Dissertation, West Virginia University, Morgantown.
Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46, 13-57.
Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning by talking through multi-faceted analysis of students‟ mathematical interactions. Mind, Culture and Activity, 8(1), 42-76.
Streefland, L. (1991). Fractions in realistic mathematics education: A paradigm of developmental research. Kluwer Academic Publishers, Dordrecht.
Taylor, P. (1996). Doing reflective practitioner research in arts education. In P. Taylor (Ed.), Researching Drama and Arts Education, Paradigms & Possibilities (pp. 25-58). The Falmer Press.
Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero and R. Zevenbergen (Eds.), Researching the Socio-Political Dimensions of Mathematics Education (pp. 5-23). Kluwer Academic Publishers.
Voigt, J. (1995). Thematic patterns of interaction and sociomathematical norms. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in Classroom Cultures (pp.163-201). LEA.
Yackel, E., Rasmusen, C., & King, K. (2000). Social and socio-mathematical norms in an advanced undergraduate mathematics course. Journal of Mathematical Behavior, 19, 275- 287.
Zimmerman, B.J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217–221.

How to cite this article

APA

Chaviaris, P., & Kafoussi, S. (2010). Developing Students’ Collaboration in a Mathematics Classroom through Dramatic Activities. International Electronic Journal of Mathematics Education, 5(2), 91-110. https://doi.org/10.29333/iejme/252

Vancouver

Chaviaris P, Kafoussi S. Developing Students’ Collaboration in a Mathematics Classroom through Dramatic Activities. INT ELECT J MATH ED. 2010;5(2):91-110. https://doi.org/10.29333/iejme/252

AMA

Chaviaris P, Kafoussi S. Developing Students’ Collaboration in a Mathematics Classroom through Dramatic Activities. INT ELECT J MATH ED. 2010;5(2), 91-110. https://doi.org/10.29333/iejme/252

Chicago

Chaviaris, Petros, and Sonia Kafoussi. "Developing Students’ Collaboration in a Mathematics Classroom through Dramatic Activities". International Electronic Journal of Mathematics Education 2010 5 no. 2 (2010): 91-110. https://doi.org/10.29333/iejme/252

Harvard

Chaviaris, P., and Kafoussi, S. (2010). Developing Students’ Collaboration in a Mathematics Classroom through Dramatic Activities. International Electronic Journal of Mathematics Education, 5(2), pp. 91-110. https://doi.org/10.29333/iejme/252

MLA

Chaviaris, Petros et al. "Developing Students’ Collaboration in a Mathematics Classroom through Dramatic Activities". International Electronic Journal of Mathematics Education, vol. 5, no. 2, 2010, pp. 91-110. https://doi.org/10.29333/iejme/252