RICHNESS OF THE MATHEMATICS IN ELEMENTARY STUDENTS’ GROUP WORK

Abstract

This study aims to analyze the quality of student interactions in elementary mathematics group work based on the Richness of the Mathematics indicators from the Mathematical Quality of Instruction (MQI) framework. The research focuses on how aspects of Richness of the Mathematics are reflected in students’ discussions, which indicators are most dominant, and the forms of representations, explanations, and problem-solving strategies employed. A qualitative method with a multiple-case study design supported by video analysis was applied. Data were obtained from 20 video recordings of group discussions among fifth-grade students on the topic of fractions, facilitated by five elementary school teachers. The student interactions were analyzed using six Richness of the Mathematics indicators: Linking and Connection, Explanation, Mathematical Meaning and Sense-making, Multiple Procedures or Solution Methods, Patterns and Generalization, and Mathematical Language. The findings reveal that the indicators of Linking and Connection and Explanation consistently appeared across all groups, while Mathematical Meaning and Sense-making was particularly dominant (95%). In contrast, Multiple Procedures (25%), Patterns and Generalization (35%), and Mathematical Language (15%) emerged with lower frequency. These findings suggest that group work supports students in building conceptual connections and articulating ideas through visual representations but remains limited in strategy variation, generalization, and the use of formal mathematical language.