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<p>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.</p>

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

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月11日

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  • Mona Røsseland,
  • Eva Elise Tvedt

摘要

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.