Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving

Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the of others. However, whether certain patterns group interaction may engender this productive participation is unknown. Using data two third grade mathematics classrooms, over course six days during a five-month span, we investigated how students interacted each other to solve problems when teacher was not driving interaction. We identified multiple profiles that yielded highly-detailed some or all in group. These varied terms an ongoing, sustained manner periodically but continually, one initiated problem-solving strategies, members worked jointly largely separately on their strategies. No single profile either necessary sufficient lead