The Effect of Students Roles on the Establishment of Shared Knowledge during Collaborative Problem Solving: A Case Study from the Field of Mathematics
| dc.contributor.author | Tatsis, K. | en |
| dc.contributor.author | Koleza, E. | en |
| dc.date.accessioned | 2015-11-24T17:44:57Z | |
| dc.date.available | 2015-11-24T17:44:57Z | |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/14968 | |
| dc.rights | Default Licence | - |
| dc.subject | collaborative problem solving, intersubjective knowledge, role theory | en |
| dc.title | The Effect of Students Roles on the Establishment of Shared Knowledge during Collaborative Problem Solving: A Case Study from the Field of Mathematics | en |
| heal.abstract | According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who worked in dyads to solve three mathematical problems. The categorization of the roles performed and the analysis of their effect in the establishment of shared knowledge led us to the conclusion that certain role combinations enhance while others hinder the establishment of shared mathematical knowledge. | en |
| heal.access | campus | - |
| heal.fullTextAvailability | TRUE | - |
| heal.identifier.primary | 10.1007/s11218-006-9005-8 | - |
| heal.identifier.secondary | http://www.springerlink.com/content/k108773846k153l0/ | - |
| heal.journalName | Social Psychology of Education | en |
| heal.journalType | peer-reviewed | - |
| heal.language | en | - |
| heal.publicationDate | 2006 | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης | el |
| heal.type | journalArticle | - |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.type.en | Journal article | en |
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