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Inclusive pedagogies are important to develop students’ twenty-first century skills in diverse classrooms. Collaborative Problem Solving (CPS) is one type of pedagogy used in primary classrooms to support math’s learning with OECD reports and PISA testing (Program for International Student Assessment [PISA], 2015) highlighting the importance of both collaboration and problem solving as crucial twenty-first century skills. Cooperative Learning (CL) is one type of inclusive pedagogy that helps to develop collaboration (Ferguson-Patrick, 2020) with Complex Instruction (CI) a particular type of inclusive CL pedagogy (Cohen & Lotan, 1995) that is explored in this study. CI is a pedagogy that supports equitable interactions to help create equitable learning opportunities and outcomes for all students in diverse classrooms and is a useful lens to examine Collaborative Problem Solving. This small study determines how one small group of teachers in Australia explore the introduction of this pedagogy into their classrooms, at the same time supporting each other as a teacher team, and the resulting impact on their students’ collaborative skills as well as their equal status interactions.

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‘No Hogs or Logs’—Students’ and Teachers’ Experiences in Collaborative Problem Solving in the Primary Math’s Classroom

  • 章节

  • 发表日期：

    2026年

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  • Kate Ferguson-Patrick

摘要

Inclusive pedagogies are important to develop students’ twenty-first century skills in diverse classrooms. Collaborative Problem Solving (CPS) is one type of pedagogy used in primary classrooms to support math’s learning with OECD reports and PISA testing (Program for International Student Assessment [PISA], 2015) highlighting the importance of both collaboration and problem solving as crucial twenty-first century skills. Cooperative Learning (CL) is one type of inclusive pedagogy that helps to develop collaboration (Ferguson-Patrick, 2020) with Complex Instruction (CI) a particular type of inclusive CL pedagogy (Cohen & Lotan, 1995) that is explored in this study. CI is a pedagogy that supports equitable interactions to help create equitable learning opportunities and outcomes for all students in diverse classrooms and is a useful lens to examine Collaborative Problem Solving. This small study determines how one small group of teachers in Australia explore the introduction of this pedagogy into their classrooms, at the same time supporting each other as a teacher team, and the resulting impact on their students’ collaborative skills as well as their equal status interactions.