Annotated Bibliography

1.       Schleifer, M., Daniel, M. F., Pallascio, R., & Lafortune, L. (1999). Concepts of cooperation in the classroom. Philosophical Inquiry in Education, 12(2), 45-56.

This paper provides some useful language for how we might think about collaboration as a form of cooperation. Considers what is required for collaboration to have a positive impact in learning.

2.       Davidson, N. (1990). Cooperative learning in mathematics: A handbook for teachers.

This book provides a survey of various collaboration techniques being used at the time (1990). Includes explicit strategies and offers solutions to common problems

3.       Samuel J. Milner, Carolina Azul Deque, Susan Gerofsky. (2019) Dancing Euclidean Proofs: Experiments and Observations in Embodied Mathematics Learning and Choreography. Bridges 2019 Conference Proceedings

 

This piece shows an example of a highly collaborative math activity which serves to deepen the participant's understanding of math in a land-based pedagogy

 

4.       Staples, M. (2007). Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom. Cognition and Instruction, 25(2–3), 161–217.

This is a detailed study of an experienced teacher leading a (mathematically) ‘weaker’ class through whole-class collaborative inquiry. The author identified 3 critical roles that the teacher plays and identified many explicit strategies used to achieve these ends. The author also discusses the classes development as a collaborative whole over the course of the semester.

5.       Manfre, J. (2021, April 13). Using student-led collaborative learning to empower math students. Edutopia. https://www.edutopia.org/article/using-student-led-collaborative-learning-empower-math-students/

This article highlights how the use of a scribe for small group problem solving gets students talking to each other and engaged in the problem solving.

6.       Kuhn, D. (2015). Thinking Together and Alone. Educational Researcher, 44(1), 46–53.

This paper considers what factors influence whether or not collaboration is likely to be fruitful (from the POV of cognitive competence). Suggests the value of argumentative discourse. Collaboration as a skill to be developed in and of itself

7.       Phelps, E., & Damon, W. (1989). Problem solving with equals: Peer collaboration as a context for learning mathematics and spatial concepts. Journal of Educational Psychology, 81(4), 639.

Study demonstrating the benefits of peer collaboration in 4^th graders. In particular, this article aims to determine if students of equal ability can make mathematical progress with minimal adult assistance.

8.       Liljedahl, P. (2021). Building thinking classrooms in mathematics, grade K-12: 14 teaching practices for enhancing learning. Sage Publications Inc.

A particularly influential text which emphasises the value and effectiveness of collaborative board work as the primary way of exposing students to a new topic. Strategies are supported with extensive empirical evidence.

9.       Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review. Educational Psychology Review, 27, 505-536. 

Identifies the importance of teacher as a facilitator in collaborative classrooms. Identifies 5 critical roles / skills for teachers facilitating a collaborative classroom: Planning, monitoring, supporting, consolidating, and reflecting.