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Learning algebra concepts, particularly those involving functions, is crucial yet challenging in mathematics education. Research suggests that collaborative learning, where students work in small teams to solve math problems, can support conceptual learning. However, collaborative problem solving (CPS) is complex and requires students’ social and cognitive skills for success. This study investigates the impacts of guided facilitation on supporting CPS in mathematics tasks during small-team collaboration. Using epistemic network analysis and sequential pattern mining, we analyzed chat logs from student teams and human facilitators and compared the interactions in facilitated and unfacilitated teams. Results indicated that near-peer facilitation effectively promoted constructive behaviors like multiple turns of social negotiation, while reducing inappropriate communications. Different facilitation strategies, such as encouraging students to respond to each other or clarify their statements, elicited targeted CPS behaviors, possibly leading to improved team performance. Findings have practical implications for facilitating CPS in mathematics classrooms.
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This content will become publicly available on September 13, 2026
Making the invisible visible: how multisource feedback and guided facilitation affect team reflection
Abstract Considering the criticality of post-simulation debriefings for skill development, more evidence is needed to establish how specific feedback design features might influence teams’ cognitive and metacognitive processing. The current research therefore investigates the effects of multisource feedback (MSF) and guided facilitation with video review, for both cognitive processing and reflective (meta-cognitive) behaviors during post-simulation debriefings. With a sample of 174 s-year dental students, randomly assigned to 20 teams, the authors conducted high-fidelity simulations of patient emergencies, followed by post-simulation debriefings, using a 2 × 2 factorial design to test the effects of MSF (present vs. absent) and guided facilitation with video review (present vs. absent). According to an ordered network analysis, designed to examine feedback processing levels (individual vs. team) and depth (high vs. low), as well as the presence of metacognitive reflective behaviors (evaluative behaviors, exploration of alternatives, decision-oriented behaviors), teams that received both MSF and guided facilitation demonstrated significantly deeper, team-level processing and more frequent evaluative behaviors. Teams that received only guided facilitation exhibited the highest rates of low-level, individual processing. However, facilitation also produced an additive effect that fostered reflection and a shift from individual- to team-oriented processing. In contrast, MSF alone produced the lowest levels of evaluative behaviors; without facilitation, it does not support team reflection. These results establish that combining MSF with guided facilitation and video review creates synergistic effects for team reflection. Even if MSF can highlight perceived performance discrepancies, teams need facilitation to interpret and learn collaboratively from the feedback.
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- PAR ID:
- 10636742
- Publisher / Repository:
- Springer Nature
- Date Published:
- Journal Name:
- Cognition, Technology & Work
- ISSN:
- 1435-5558
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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