Images of mathematics learning revealed through students’ experiences of collaboration

Abstract

This study focuses on students’ images of mathematics learning and their relationships with mathematics. In this paper we consider how students described collaboration in mathematics classrooms, through the examination of students’ autobiographical interviews and drawings. Our analysis revealed that many students considered mathematics learning mainly as an individualized and isolated process and did not perceive peer talk or collective exploration as meaningful. Our cross-analysis with students’ feelings revealed that those who had positive feelings towards mathematics tended to find group work less helpful. Our findings illuminate a perceived gap between teachers’ widespread use of group work as a teaching strategy and students’ understanding and appreciation of the goals of such instruction.