Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Ide
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Canadian Journal of Science, Mathematics and Technology Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ucjs20
Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity a
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Erin Turner , Rodrigo J. Gutiérrez & Taliesin Sutton
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Department of Teaching, Learning, and Sociocultural Studies , University of Arizona , Tucson, Arizona Published online: 02 Sep 2011.
To cite this article: Erin Turner , Rodrigo J. Gutiérrez & Taliesin Sutton (2011) Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity, Canadian Journal of Science, Mathematics and Technology Education, 11:3, 226-246, DOI: 10.1080/14926156.2011.595884 To link to this article: http://dx.doi.org/10.1080/14926156.2011.595884
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CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION, 11(3), 226–246, 2011 C OISE Copyright ISSN: 1492-6156 print / 1942-4051 online DOI: 10.1080/14926156.2011.595884
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Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity Erin Turner, Rodrigo J. Guti´errez, and Taliesin Sutton Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, Tucson, Arizona
Abstract: This study examined the participation of a group of middle school students in an afterschool mathematics club as they worked on cryptography problems. The analysis focused on interactions characterized by collective problem-solving activity, when intellectual work was distributed and various students took on active
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