MAKING SENSE OF GROUPS, COMPUTERS, AND MATHEMATICS

In this article, we report the findings of research that was designed to identify factors associated with learning mathematics in groups wit h computers.(1) The study was influenced by different theoretical pers pectives on social interaction and learning mathematics, and we descri be how we attempted to integrate these approaches into the research de sign. To cope with complex data based on eight groups of six students (aged 9-12 years), we developed a methodology that involved moving bet ween quantitative and qualitative approaches in an iterative spiral. I n this article, we focus on the patterns of learning associated with t wo group tasks incorporating the use of Logo. Quantitative analysis of learning measures indicated positive learning gains as a result of th e groupwork, with no differences across gender or ability; qualitative and quantitative analysis of process factors pointed to explanations for the differing profiles of success across groups. Although balanced coconstruction at the computer, coupled with the coordination of othe rs' perspectives, was most advantageous for learning conceptually base d mathematics, this was not the case with ''technology-driven'' mathem atics, where fragmentation and concentrated work at the computer prove d to be more efficient. These findings suggest that detailed specifica tion of the learning goal is crucial when evaluating groupwork within educational settings.