# Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning

## Abstract

**:**

## 1. Introduction

“changing the stories (or myths) told about mathematics is necessary for changing the way mathematics is done and the way it is taught. We emphasize the need for change to combat the sense of repression often associated with mathematics.”[2], (p. 2).

## 2. Participation, Identity, and Learning in Collaborative Mathematics

#### 2.1. Links between Participation and Learning

#### 2.2. Links to Identity

#### 2.2.1. Identity-in-Interaction: A Focus on Positioning Theory

#### 2.2.2. Links between Participation and Identity

#### 2.2.3. Links between Identity and Learning

## 3. Off-Task Interactions as Positional Resources in Collaborative Mathematics

## 4. Discussion

## Acknowledgments

## Conflicts of Interest

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**MDPI and ACS Style**

Langer-Osuna, J.M.
Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning. *Educ. Sci.* **2018**, *8*, 87.
https://doi.org/10.3390/educsci8020087

**AMA Style**

Langer-Osuna JM.
Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning. *Education Sciences*. 2018; 8(2):87.
https://doi.org/10.3390/educsci8020087

**Chicago/Turabian Style**

Langer-Osuna, Jennifer M.
2018. "Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning" *Education Sciences* 8, no. 2: 87.
https://doi.org/10.3390/educsci8020087