The evolution of one teacher's interactions with students working in small groups to improve their communication, self-regulating, and problem-solving skills

Abstract

This study examines effective ways for teachers to interact with students when they are working collaboratively. Through prolonged daily engagement with one class of students working in groups, the nature and experience of one teacher's interventions are documented using practitioner action research. Specifically, small-group dynamics and teacher interventions are recorded, analyzed, and then modified throughout the research process ultimately indicating interventions that promote student communication in the mathematics classroom.