Making Sense of Groups,Computers, and Mathematics

In this article, we report the findings of research that was designed to identify factors associated with learning mathematics in groups with computers. The study was influenced by different theoretical perspectives on social interaction and learning mathematics, and we describe how we attempted to integrate these approaches into the research design. To cope with complex data based on eight groups of six students (aged 9-12 years), we developed a methodology that involved moving between quantitative and qualitative approaches in an iterative spiral. In this article, we focus on the patterns of learning associated with two group tasks incorporating the use of Logo. Quantitative analysis of learning measures indicated positive learning gains as a result of the groupwork, with no differences across gender or ability; qualitative and quantitative analysis of process factors pointed to explanations for the differing profiles of success across groups. Although balanced coconstruction at the computer, coupled with the coordination of others' perspectives, was most advantageous for learning conceptually based mathematics, this was not the case with "technology-driven" mathematics, where fragmentation and concentrated work at the computer proved to be more efficient. These findings suggest that detailed specification of the learning goal is crucial when evaluating groupwork within educational settings.