IMPACT Live!

How do we hold students accountable for individual gain of proficiency in mathematics while attempting to foster group collaboration that is needed in problem solving at high levels?

------------------------------
Linda Blanco
Professor/Math Department Chair
Joliet Junior College
Joliet,IL
ICTM Board, Univ/CC Director
lblanco@jjc.edu
------------------------------

If you are not already doing so I recommend using group roles. I attached an article that outlines some best practices. The key is to clarify the expectations of each role, raise those expectations throughout the semester, and rotate roles regularly. Some roles like captain, recorder, and spokesperson get used in every activity. Others like spy are only used on occasion. Each role has something they need to do and thus each individual is held accountable.

------------------------------
Matthew Watts
Assistant Professor
Red Rocks CC
Lakeside CO
------------------------------

Not sure if this helps. I just learned something from Peter Liljedahl's Building Thinking Classrooms in Math. He suggests something to the effect of dissuading collaboration around a table, but rather students work at the (vertical) board in groups of 3. Each group has only one marker. Each student is expected to contribute both in discussion and writing. If the one with the marker is doing all the writing (proficiency related to communication/mathematical writing) and thinking, then a rule  can be set such that the one with the marker doesn't talk, just the other two. Alternatively, the instructor can walk to the group and ask for the marker as if to help or aide conversations, but then subtle engage the others in the group then give the marker to another person.

------------------------------
David Tannor
Kellogg CC
Battle Creek MI
------------------------------