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.
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David Tannor
Kellogg CC
Battle Creek MI
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Original Message:
Sent: 11-29-2021 16:59:19
From: Linda Blanco
Subject: IMPACT in Action - Integrity in Assessing Proficiency
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?
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Linda Blanco
Professor/Math Department Chair
Joliet Junior College
Joliet,IL
ICTM Board, Univ/CC Director
lblanco@jjc.edu
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