Dialogue and higher-order thinking in mathematics
In higher mathematics education, students often struggle to discuss, question, and deepen mathematical ideas together. This doctoral research shows how the quality of student dialogue determines whether collaborative problem solving leads to deeper analytical thinking, and what teachers can do to foster such conversations.
Objective
This research investigates how collaborative problem solving in mathematics education can foster analytical thinking. It focuses on the conditions under which student dialogue leads to deeper mathematical reasoning. By closely analyzing the interplay between cognitive and dialogic processes, the project generates insights that help teachers in higher mathematics education make more effective use of collaborative learning approaches.
Results
A systematic literature review on collaborative problem solving and higher-order thinking in mathematics education.
Analyses of student dialogues during collaborative mathematical problem solving in various higher education settings. Insight into how cognitive and dialogic processes together shape whether collaborative learning leads to deep mathematical thinking. Practical guidance for teachers in higher mathematics education to foster productive student dialogue.
Duration
01 February 2022 - 01 February 2026
Approach
The research combines a systematic literature review with empirical analyses of student dialogues, studying cognitive and dialogic processes in an integrated way to understand how deep mathematical thinking emerges.
