学生在学习活动中的参与是其认知和社会性学习的前提。课堂是学生学习的重要场所，学生在课堂教学活动中的参与是反映学习情况、并进一步体现教学过程的重要指标。探究学生在教学活动中的参与过程和特点，不仅仅有助于从理论上理解教学活动对学生认知和社会性发展的影响，也对我国教育改革中课堂教学实践具有重要指导意义。合作数学问题解决是数学课堂中重要的教学活动，不仅为学生提供参与同伴互动的机会，同时促进学生参与数学问题解决过程。理解学生在合作数学问题解决中的参与是优化合作数学问题解决教学的重要基础，不仅具有重要的理论意义，也在教学实践中发挥着重要的现实意义。

本研究以中澳合作项目学习中的社会要素（Social Essential of Learning，SEL)为依托，研究者基于已有研究基础，设计探究合作数学问题解决中学生参与的理论框架，并开发相应的研究路径和方法，对中学生在合作数学问题解决中的参与过程进行系统、动态、宏微观结合的分析。研究根据小组问题解决的情况，选取我国B市的10小组作为主要研究对象。为进一步验证可能的文化因素对于学生参与的影响，本研究另外选取一个包含华裔学生的澳大利亚小组进一步验证主体研究的研究结果。研究样本的选取遵循以研究问题为导向，有目的的选取的原则。选择的样本在服务于研究目的的同时，具有一定的常态性和借鉴意义。收集了小组任务完成过程中的文本文件，任务单以及视频录像，教师对小组任务完成情况的访谈数据。

研究以质性研究为主要研究范式，以质性研究中的常有研究方法为基础，结合社会学和语言学中的分析方法展开数据分析。基于当前的研究目的和研究问题，从任务完成和小组互动的过程出发，本研究开发了“协商事件编码——协商事件链分析——互动角色位置编码——角色位置变化过程分析——故事线构建”的主要分析路径。借助文本分析、内容分析、课堂录像观察和转录文本编码、批判话语分析为主的分析方法，通过反复编码、三角数据互证、反复校对、确定编码类属和主题，进行主题分析的编码分析过程，保证了数据分析的可靠性和有效性。基于研究问题，通过对研究数据的分析和挖掘，本研究得出以下研究结论：

1. 任务完成过程中，提出数学问题解决方法是促进学生参与的途径。

第一，在小组完成任务的过程中，既需要完成数学问题的解决，也需要组织小组活动、组内分工等。小组讨论内容可分为与任务数学知识相关的事件（MT事件）、与任务情境相关的事件（NMT事件）和与任务无关的事件（OFF事件）。小组任务完成过程中，大多数小组体现出NMT事件较多的趋势，在此趋势下，学生提出MT事件话题能够得到更多关注和回应，促进其参与过程；

第二，小组成员在任务完成过程中的话语量各不相同。通常小组中有话语量较多的一方和话语量较少的一方。但总体而言话语量较多的在任务完成过程中的参与过程相对连续、体现出对完成任务的主导。话语量较少的一方其参与过程相对零散，对任务完成的主导性相对较弱。但在一些小组中，话语量较少的成员也能够体现出稳定的参与过程。因此话语量不是评判学生参与过程的唯一标准。

2. 小组互动过程中，以组合角色互动为主的学生参与过程相对稳定。

第一，根据学生在协商事件中的角色位置（发起、回应、评价、不互动、不发言）变化，将学生在小组互动过程中的角色变化模式归纳为三种：单一角色模式，组合角色模式和变换角色模式。角色模式揭示了学生在小组互动中的参与程度的变化。概括地说，学生在单一角色模式持续时间较长通常指向其参与程度的稳定性；组合角色模式通常指向小组内的成员组合之间的合作稳定程度；变化角色模式则与学生参与程度发生变化相关联。

第二，小组中学生的角色模式变化也与合作数学问题解决任务完成过程相关。一般来说，互动角色模式稳定的小组其任务完成路径也相对清晰连贯。而通常主导小组任务完成过程的小组成员在组内的互动模式相对稳定。除此之外，对于小组中角色模式变化明显的成员应以情境为基础，对其参与过程进行分析。

3. 在合作问题解决中，影响学生参与的因素包括但不限于小组中的主体间共识、任务阶段、性别组成、权力关系以及社会文化观念。

影响学生在合作数学问题解决情境中参与过程的社会性因素归纳如下：1）合作过程中能否在以下三方面达成主体间共识：小组和个体之间归属性；完成任务所需的知识内容；成员的互动角色稳定性。2）小组成员能否实现对于任务完成过程中阶段性目标变化的理解和跟踪。3）性别组成方面，学生参与体现出一定的性别特征：女性成员在合作过程中更易产生与自我认同相关的学习体验；女性成员的参与过程体现出相对较好的互动性、妥协空间。4）就社会文化观念而言，首先当前情境中，学生对于统一的问题解决标准存在一定的需求。其次，教学中对数学课堂中合作问题解决情境教学的作用、目标可能存在定势的理念。此外，不同文化背景课堂中，可能都存在对学生参与能力教学的缺乏。

从不同角度对学生参与过程的诠释，不仅仅从根本上刻画并解释了学生参与过程的本质，更挖掘了合作数学问题解决情境中促进参与过程的多种社会关系。对课堂教学而言，所谓教学相长，对于学生和教学的理解是提高教学质量和过程的重要借鉴和根本手段。

Student participation in activities is a prerequisite for their cognitive and social learning. Classroom is a crucial place for students to learn knowledge and skills at school. Student participation in classroom teaching activities is an important indicator of the quality of learning and further reflects the quality of teaching. Exploring the process and characteristics of student participation in teaching activities not only helps theoretically understand the impact of teaching activities on students' cognitive and social development, but also practically has important guiding significance for classroom teaching practice in Chinese education reform. Collaborative mathematics problem solving is one of the main teaching activities in the mathematics classroom. It not only provides students with the opportunity to participate in peer interaction, but also promotes students to participate in the mathematical problem solving process. Understanding student participation in collaborative mathematics problem solving builds a solid foundation for optimizing collaborative mathematics problem solving teaching. It not only has theoretical significance, but also plays useful practical significance in teaching practice.

This study relies on the project Social Essential of Learning (SEL) which is a China-Australia collaborative project founded by Australian Research Council. Based on the existing research literature, this study designed a theoretical framework to explore student participation in collaborative mathematics problem solving of middle school, and developed the corresponding research approach and analysis methods. A comprehensive, systematic, dynamic, and macro-micro analysis of middle school students' participation in collaborative mathematical problem solving was conducted. According to the groups’ problem-solving situations, 10 groups in city B of China were selected as the main research sample. In order to further study the impact of possible cultural factors on student participation, an Australian group including one Chinese student was selected to verify related research hypothesis and results of the main study. The selection of research samples follows the principle of research question oriented and purposeful selection. The selected sample has certain normality and reference significance while serving the research purpose. The study collected students’ text files, task sheets, and video recordings during the group task completion, which were transcribed to trascripts for research, as well as teacher interview data on group task completion.

The research takes qualitative research as the main research paradigm. The study used common research methods from qualitative research such as text analysis, and combined analysis methods in sociology and linguistics to carry out the full data analysis. Based on the current research aims and research questions, starting from the task completion and group interaction process, this study developed the main analysis path as following: “negotiative event coding - negotiative event chain analysis – role/position coding - role/position change process analysis - storyline construction”. Text analysis and classroom video observation was used for identifying the negotiative events and students’ role/position in each negotiative event. Critical discourse analysis was used to illustrate the related topic and theme when constructing the storylines. Through independent coding from different researchers and repeated coding from the author in different time period among two years, the validity of data analysis could be guarantee. The study also collected and analyzed different data sources, triangular data mutual verification ensures the reliability of the study. Through the analysis and mining of the research data, this research draws the following research conclusions:

1. In the process of task completion, proposing mathematical problem solving methods is a way to promote student participation

First, in the process of completing tasks in a group, it is necessary to not only solve the mathematical problems, but also organize group activities and division of labor within the group. The content of the group discussion can be divided into events related to the mathematical knowledge of the task (MT events), events related to the task context (NMT events), and events not related to the tasks (OFF events). During the group task completion process, most groups tend to focus more on the NMT events. Under this trend, students who raised the topic of MT events might be able to get more attention and response, and promote their participation process;

Second, the team members' utterances vary during the task. Usually, there are members with a large amount of speech and members with a small amount of speech. Generally speaking, the participation process of members who with a relatively large amount of speech is relatively continuous.The continuity also reflects the dominance of completing the task. The members with less utterance has a relatively fragmented participation process and a relatively weaker dominance over task completion. However, in some groups, the members with less utterances can also reflect the stable participation process. 

2. In the group interaction process, the student participation process based on the combination of role interaction is relatively stable.

First, according to the change of the role of the students in the negotiative event (initiation, response, evaluation, non-interaction, non-speaking), the role change mode of the students in the group interaction process can be summarized into three types: single role mode, combined role mode and changing role mode. The role model reveals the changes in students' participation in group interactions. In a nutshell, the longer duration of a single role model usually points to the stability of the degree of participation; the combined role model usually points to the stability of collaboration between the members of the group; the changing role model is related to the change in the degree of student participation.

Second, the change in the role model of the students in the group is also related to the completion of the collaborative mathematics problem solving task. In general, groups with stable interactive role models have relatively clear and coherent paths to complete their tasks. The interaction mode of the group members who usually lead the group task completion process in the group is relatively stable. In addition, members of the group whose role patterns change significantly should be analyzed based on the situation.

3. In collaboratively solving problems, social factors that affect student participation include but are not limited to intersubjectivity, task stages, gender composition, power relations, and social and cultural concepts in the group.

The social factors that influence students’ participation can be summarized as follows: 1) Can the intersubjectivity be reached in the following three aspects of the cooperation process: attribution between groups and individuals; knowledge content required to complete tasks; members’ interactive role stability. 2) Whether the team members can realize and tracking of the change of the sub-goals during task completion. 3) In terms of gender composition, student participation reflects certain gender characteristics: female members are more likely to have a learning experience related to self-identity during the cooperation process; female members' participation process shows relatively good interaction and compromise space. 4) As far as social and cultural influences are concerned, first of all, in the current situation, students have certain needs for unified problem solving standards. Secondly, there may be a setted idea in terms of teaching goal upon the teaching of collaborative mathematics problem solving. In addition, in classrooms with different cultural backgrounds, there may be a lack of student participation in teaching.

The interpretation of the student participation process from different perspectives not only fundamentally depicts and explains the essence of the student participation process, but also taps into various social relationships that facilitate the participation process.