Patterns of student discourse in solving quantitative science problems
Bibliographic Data
| ID | 21589935 |
|---|---|
| Authors | Victoria Wong (0000-0002-1735-0045, University of Exeter, corresponding author), Taro Fujita (0000-0002-3547-456X, University of Exeter), Alison Hill (0000-0001-8084-3048, University of Exeter), Stuart Ruffle (0009-0004-2182-0873, University of Exeter) |
| Year | 2026 |
| Volume | 48 |
| Issue | 9 |
| Pages | 1373-1395 |
| Publication date | 2026-06-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2488399 |
| OpenAlex | W4410493248 |
| Language | EN |
| References cited | 39 |
While many research studies demonstrate that students often find it difficult to use mathematics in the context of science, even if they have been successful in mathematics courses, there are few which explore how students think and reason as they solve mathematics in science problems. In this study, we use a commognitive approach to explore patterns in student discourse as they solve quantitative science problems in groups. Through paying attention to word use, visual mediators, narratives and routines, we identify four patterns in student discourse while solving these problems: science-dominant discourse; equation-searching; mathematics-dominant discourse and use of a schema. Each of these patterns of discourse can lead to successful outcomes and solutions to the problems. We argue that a commognitive approach can be a useful methodology in exploring students’ thinking as they solve mathematics in science problems. Identifying these patterns in student discourse is an important step in the ongoing research agenda seeking to understand how students bring mathematics and science together in problem solving
Discourse analysis · Linguistics · Mathematics education · Pedagogy · Science education · Sociology · Teaching method · Learning Styles and Cognitive Differences · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes
| Highly cited | No |
|---|