Factors that influence the development of students’ regulating activities as they collaborate in mathematics

This paper is focused on the investigation of factors that influence students' self-regulation as they try to develop regulating activities when they collaborate in pairs in mathematics. We investigated the issue of how 10-11 year old students regulated their behavior during their mathematical activity as they reflected on their small-group interaction by observing and discussing their video-recorded collaboration. We studied the collaboration and the metadiscursive reflection of different cases of pairs. The results showed that the students’ development of their self-regulation is a complex process, as it is influenced by their beliefs about the role of the others, their beliefs about the role of collaboration in mathematical learning, the occurrence and the treatment of errors and disagreements as well as the difference of students’ cognitive levels.