Abstract
The study shows how students’ discourse that emerges during Collaborative Group Work (CGW) contributes to the ways that
students make sense in joint mathematical activity and gain knowledge from social interaction. It is assumed that placing
friends into groups can allow the teachers to use their relations for potentially productive collaboration. My focus is how the
relation of individuals affects CGW and review the impact of social relationships on the students’ discourse during CGW. It
is evaluated through the indirect evidence of its effects on students’ interactions. I examine type of discourse either
disputational, cumulative, or exploratory emerged with the interaction of friend/non-friend group work. An exploratory
discourse enables meaning and knowledge to be constructed, and the evaluation is based on the assumption that groups/pairs
that bring about exploratory interaction is productive. For this I take three examples from the larger data set: first example is
the pair work between two non-friend participants. The second and third examples depict the pair work between friend
groups. The result shows that friendship relationships have an influence on the students’ collaborative work within groups
and may be an important factor to enhance students’ cognitive development during CGW.
Shahzada Qaisar, Intzar Hussain Butt. (2015) Effect of Social Relations on the Productivity of Collaborative Group Work, Journal of Research and Reflections in Education, Volume 9, Issue 1.
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