Unpacking student discourse in middle school mathematics

This research accepts the communicational framework that relates thinking as a special case of the activity of communicating. My study observes the communication of 24 students working in pairs, involved in solving various mathematical problems. It stays tuned to factors that have been identified to be necessary for learning to occur in group situations. Based on these recordings, and the communicational framework for learning, the interactions were then rigidly analyzed to determine what parts of the learning were successful, and what parts were unsuccessful. The results indicate whether the factors accepted by several researchers to be necessary for learning to occur happen naturally when students work together. The analysis looks at each encounter to see if these factors affected the ultimate success of learning.