Interactions and Challenges During Synchronous Online Distance Collaborative Problem Solving Among Grade Five Students in an Advanced Mathematics Class

Final Defense
Interactions and Challenges During Synchronous Online Distance Collaborative Problem Solving Among Grade Five Students in an Advanced Mathematics Class

by Mary Allaine E. Paran
MS Mathematics Education Candidate

Date: Saturday, 18 May 2024
Time: 11 am
Venue: SEC A 321 - MJR Room

Adviser:
Romina Ann S. Yap, PhD
Ateneo de Manila University

Panelists:
Catherine P. Vistro-Yu, EdD (Critic Reader)
Ateneo de Manila University
Maria Alva Q. Aberin, PhD
Ateneo de Manila University
Ian June L. Garces, PhD
Ateneo de Manila University

Mathematical problem solving in the classroom is allowing students to grapple with challenging mathemat- ical tasks. It is considered essential in developing students’ analytical skills and in helping prepare students for real life challenges. Furthermore, having students work on problems in groups is found to be beneficial as it provides students with a positive environment for exploration. This study investigated how grade school students carry out collaboration for mathematical problem solving in a Synchronous Online Distance Learn- ing (SODL) setting. The SODL mode of teaching has become widely used during and even after the height of the COVID-19 pandemic but it is not yet clear how collaborative work in mathematics can be best designed in such settings for effective learning. Engestrom’s (1987) Activity Triangle was used as a lens to identify the different interactions and challenges that took place in a collaborative problem solving activity among Grade 5 students participating in an advanced mathematics training class conducted over a videoconferencing tool while using a digital whiteboard. A qualitative multiple-case study research design was utilized where three groups of students with three to four members each were observed. Data were collected via recording of the training including the break-out sessions, saving the chats, and saving the students’ outputs on the digital whiteboard. Findings showed that most students were able to maximize the tools as they worked on the problem assigned to their group. Students were also able to assign their roles for the activity. Among the challenges observed were lack of some students’ engagement coupled with technology issues. Problem dif- ficulty also influenced engagement levels.