Assigned roles in mathematics education: a path to more equitable participation?

Resumo

Abstract Collaborative learning holds promise for enhancing participation in mathematics education, yet power imbalances often result in unequal contributions. This study explores how structured role assignments influence student participation and positioning during group problem-solving. Drawing on positioning theory, we examine how assigning students the roles of—Democratic Leader, Sceptic, Curious, and Initiator—affects group interaction and power dynamics. Using qualitative video analysis of Year 8 students in Norway, we compare two lessons: one without assigned roles and one where each student received a defined role, while working in small groups. This article foregrounds one focal group to provide an in-depth analysis of its interactional shifts. The findings indicate that assigning roles enhanced engagement, especially among previously passive students, by providing structured opportunities to contribute. While roles supported more balanced interaction, they did not eliminate unequal power relations, as a dominant contributor continued to exert influence. The study underscores both the potential and limits of using roles to promote equity in collaborative learning. It further suggests that teacher scaffolding is essential for roles to function as intended and foster inclusive mathematical discussion.

Dados da obra

Tipo

Artigo

Periódico

Mathematics Education Research Journal

Editora

Springer Science+Business Media

Ano

2026 (2026-04-11)

Idioma

en

Palavras-chave

role assignment; cooperative learning; student participation; equity in mathematics education; power relations; positioning theory; group problem solving; small group work; teacher scaffolding; mathematical discussion; eighth grade students

Temas

Resolução de Problemas

DOI

10.1007/s13394-026-00567-2

ISSN

1033-2170, 2211-050X

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026