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The Role of Routines, Norms, and Instructional Structures in Supporting Collaborative Learning in a Secondary Mathematics Classroom
Ponce, Jennifer
Ponce, Jennifer
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Abstract
This action research study examined how the consistent implementation of classroom routines, norms, and instructional structures influenced the organization, participation, and facilitation of collaborative learning in a secondary mathematics classroom. Grounded in sociocultural learning theory and reflective practice, this study addressed the gap between the intention to implement collaborative, student-centered learning and the challenge of sustaining it in daily practice. Using a qualitative, teacher-driven action research design, data were collected across six consecutive lessons through video recordings, reflective journals, and lesson transcripts. Analysis revealed three key findings. First, consistent collaborative routines improved classroom organization and instructional flow by creating a predictable environment that reduced uncertainty and allowed greater focus on mathematical thinking. Second, explicitly taught norms and accountability structures increased equitable participation and expanded access to mathematical discourse. Third, as these structures became internalized, the teacher’s role shifted from managing behavior to facilitating student thinking and supporting the co-construction of knowledge. These findings suggest that collaborative learning is most effective when supported by intentional, consistently implemented structures. This study highlights the role of instructional design and reflective practice in creating classroom environments where collaboration, equitable participation, and meaningful mathematical discourse can be sustained.
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Date
2026-04-28
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University of Wyoming Libraries
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Keywords
Collaborative Learning,Instructional Routines,Classroom Norms,Mathematics Education,Action Research
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License
Attribution 4.0 International