Toward an analytical model for noticing interaction patterns in creative collaborative mathematical reasoning

(Publisert i Mathematical Thinking and Learning, 2025)

As the field of mathematics education has over many years mapped a terrain over how students benefit from collaborative problem solving (CPS), it has simultaneously raised awareness of the complexity of supporting their collaborative work. To bridge the gap between research and practice, we present ideas for developing an analytical model, the CCMR model – Creative Collaborative Mathematical Reasoning model – developed from classroom-based studies on student pairs’ interaction patterns. This model conceptualizes CPS mechanisms through the lens of students’ actions in relation to one another, providing a practical framework for teachers and teacher educators. The CCMR model emphasizes students’ participation through varying forms of agency (shared, primary, and secondary) and their interaction patterns, categorized as one-directional or bi-directional. These elements serve as a frame for teachers’ noticing of collaborative dynamics, and by noticing, we refer to how teachers attend to, interpret, and shape further productive collaborative dynamics.

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