Social interactions and cognitive effects in contexts of area-comparison problem solving

Pedro Cobo; Josep M. Fortuny

doi:10.1023/A:1004187711956

Social interactions and cognitive effects in contexts of area-comparison problem solving

Pedro Cobo, Josep M. Fortuny

Research output: Contribution to journal › Review article › Research › peer-review

16 Citations (Scopus)

Abstract

The paper we present is a case study which has two objectives: the identification of the interactions between pairs of 16 and 17-year-old students related to problem solving and the influence of such interactions in their cognitive development. To achieve these aims, we consider problems associated with a definite conceptual structure - problems comparing flat surface areas -, and we focus the analysis of the interactions on the point of view of the thematic and interlocutive dimensions of the discourse. Such analysis has allowed us to identify a wide typology of exchanges, and, from this, to outline four models of interaction - alternative, guided, relaunching, and co-operative. In the cases analysed, these interactions significantly influence the individual development of cognitive and heuristic abilities in the problem solving process. © 2001 Kluwer Academic Publishers.

Original language	English
Pages (from-to)	115-140
Journal	Educational Studies in Mathematics
Volume	42
Issue number	2
DOIs	https://doi.org/10.1023/A:1004187711956
Publication status	Published - 1 Jan 2000

Keywords

Cognitive benefits
Development
Discourse
Heuristic abilities
Models of interaction

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abstract = "The paper we present is a case study which has two objectives: the identification of the interactions between pairs of 16 and 17-year-old students related to problem solving and the influence of such interactions in their cognitive development. To achieve these aims, we consider problems associated with a definite conceptual structure - problems comparing flat surface areas -, and we focus the analysis of the interactions on the point of view of the thematic and interlocutive dimensions of the discourse. Such analysis has allowed us to identify a wide typology of exchanges, and, from this, to outline four models of interaction - alternative, guided, relaunching, and co-operative. In the cases analysed, these interactions significantly influence the individual development of cognitive and heuristic abilities in the problem solving process. {\textcopyright} 2001 Kluwer Academic Publishers.",

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AU - Cobo, Pedro

AU - Fortuny, Josep M.

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N2 - The paper we present is a case study which has two objectives: the identification of the interactions between pairs of 16 and 17-year-old students related to problem solving and the influence of such interactions in their cognitive development. To achieve these aims, we consider problems associated with a definite conceptual structure - problems comparing flat surface areas -, and we focus the analysis of the interactions on the point of view of the thematic and interlocutive dimensions of the discourse. Such analysis has allowed us to identify a wide typology of exchanges, and, from this, to outline four models of interaction - alternative, guided, relaunching, and co-operative. In the cases analysed, these interactions significantly influence the individual development of cognitive and heuristic abilities in the problem solving process. © 2001 Kluwer Academic Publishers.

AB - The paper we present is a case study which has two objectives: the identification of the interactions between pairs of 16 and 17-year-old students related to problem solving and the influence of such interactions in their cognitive development. To achieve these aims, we consider problems associated with a definite conceptual structure - problems comparing flat surface areas -, and we focus the analysis of the interactions on the point of view of the thematic and interlocutive dimensions of the discourse. Such analysis has allowed us to identify a wide typology of exchanges, and, from this, to outline four models of interaction - alternative, guided, relaunching, and co-operative. In the cases analysed, these interactions significantly influence the individual development of cognitive and heuristic abilities in the problem solving process. © 2001 Kluwer Academic Publishers.

KW - Cognitive benefits

KW - Development

KW - Discourse

KW - Heuristic abilities

KW - Models of interaction

U2 - 10.1023/A:1004187711956

DO - 10.1023/A:1004187711956

M3 - Review article

VL - 42

SP - 115

EP - 140

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2

ER -