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Conceptualizing Perseverance in Problem Solving as Collective Enterprise

机译：作为集体企业解决问题的概念化恒定

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Students are expected to learn mathematics such that when they encounter challenging problems they will persist. Creating opportunities for students to persist in problem solving is therefore argued as essential to effective teaching and to children developing positive dispositions in mathematical learning. This analysis takes a novel approach to perseverance by conceptualizing it as collective enterprise among learners in lieu of its more conventional treatment as an individual capacity. Drawing on video of elementary school children in two US classrooms (n=52), this paper offers: (1) empirical examples that define perseverance as collective enterprise; (2) indicators of perseverance for teachers (and researchers) to support (and study) its emergence; and (3) evidence of how the task, peer dynamics, and student-teacher interactions afford or constrain its occurrence. The significance of perseverance as collective enterprise and as an object of design in developing effective learning communities, is discussed.
机译：学生预计将学习数学，使他们遇到挑战的问题，他们将坚持。因此，为学生持续解决问题的机会被认为是有效的教学和儿童在数学学习中发育积极性倾向的必要性。这种分析采取了一种新颖的方法，以防止它作为学习者中的集体企业概念化，代替其更常规的治疗作为个人能力。绘图在美国教室中的小学生视频（N = 52），本文提供：（1）定义坚持不懈的经验例子，作为集体企业; （2）教师（和研究人员）的持久性指标支持（和研究）其出现; （3）关于任务，同伴动态和学生教师相互作用如何提供或约束其发生的证据。讨论了毅力作为集体企业以及发展有效学习社区的设计对象的重要性。

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