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Educ. Sci. 2018, 8(2), 87; https://doi.org/10.3390/educsci8020087

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

Graduate School of Education, Stanford University, 450 Serra Mall, Stanford, CA 94305, USA
Received: 17 April 2018 / Revised: 30 May 2018 / Accepted: 12 June 2018 / Published: 13 June 2018
(This article belongs to the Special Issue Dispelling Myths about Mathematics)
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Abstract

This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Positional resources are related to identity processes and carry central functions that regulate learning and doing mathematics together. The paper then frames off-task behavior as an important positional resource in collaborative mathematics learning environments. With these ideas in mind, the paper then closes with new questions for research. View Full-Text
Keywords: collaboration; mathematics; identity; off-task interactions collaboration; mathematics; identity; off-task interactions
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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 (CC BY 4.0).
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Langer-Osuna, J.M. Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning. Educ. Sci. 2018, 8, 87.

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