Learning Science and Mathematics (LSM) Journal Vol.1, Issue 17, pp 104-124
Assessing Interaction Patterns: Basis for Classroom Collaborative Policies
Generie Mae G. San Pablo & Amelia T. Buan
Received first draft 1st December 2021. Received reports from first reviewer (12th January 2022); second reviewer 8th March 2022).
Received revised draft 12 December 2022.
Accepted to publish 20 December 2022.
Abstract
Purpose and Research Question - Learners’ interaction pattern has become an important factor in the teaching-learning process. Studying learner interactions in problem-solving
activities can help educators make decisions on the appropriateness of the activities. This study developed problem-solving activities to assess the interaction patterns of the learners as a basis for collaborative classroom policies.
Methodology – In this study, descriptive research design utilizing qualitative data to determine the learners' interaction patterns in a Mathematics classroom. Seven activities were developed using the cyclical evaluation-revision process based on the K to 12 curriculum standards.
Findings – The data revealed that among the three (3) cases of groupings, only Case 1 showed a very high collaboration since all group members collaborated actively in the activities. Group interaction patterns of the learners depend on the group composition and members’ abilities. Furthermore, the abilities of each member appeared to contribute to the interaction patterns that facilitated and maintained group cohesion. This study prompt to suggest policies in the collaborative Mathematics Classroom: (i) Identify the abilities of the learners; (ii) Group the learners according to their abilities; (iii) Assign roles and responsibilities; (iv) Guide learners to make decisions in solving the problem; (v) Teacher must always monitor the progress of the learners doing CPS activities, and (vi) a quick self/peer evaluation is encouraged to assure that each member is doing their part in the activity.
Significance and Contribution in Line with Philosophy of LSM Journal - This article contributes by illustrating the learners’ interaction pattern in teaching Mathematics through a problem-solving approach. The three cases of collaboration presented in this paper suggest considering the abilities of the learners in grouping the students in collaborative problem-solving activities in the mathematics classroom.
Keywords: Interaction patterns; Collaborative Problem Solving; Open approach
© 2022 SEAMEO RECSAM LSM Journal
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