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Results show collaboration can strengthen peer learning and enjoyment for low and moderate achievers and increase engagement among less engaged students, supporting diverse learners’ problem-solving experiences.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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affect students’ learning and engagement?",{"text":72,"@type":64},"The findings indicate that collaboration enhances peer learning and enjoyment, especially for low and moderate achievers, and increases engagement for less engaged students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586145,1792209623,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Loughland  \nThe University of Sydney  \n[char6275@uni.sydney.edu.au](char6275@uni.sydney.edu.au)  \nResearch suggests that collaborative learning may enhance the benefits to learners when solving cognitively demanding tasks. However, there are concerns about how students with different achievement and engagement levels perceive these benefits. This study examines how students with varying achievement and engagement levels respond to collaboratively solving cognitively demanding tasks. Findings reveal that collaboration enhanced peer learning and enjoyment, particularly for low and moderate achievers, and increased engagement among less engaged students. The findings highlight the potential of collaborative learning to improve problem-solving experiences for diverse learners.  \nThere is a consensus that high-quality mathematics instruction should involve tasks that promote reasoning and problem solving (National Council of Teachers of Mathematics (NCTM), 2014) . However, primary classrooms often rely on teacher-directed instruction, despite evidence linking problem solving and cognitively demanding tasks to higher student achievement (Le Donne et al., 2016). One possible explanation for this discrepancy may be that some teachers believe complex and cognitively demanding tasks are less suitable for students with lower achievement and/or engagement (Sullivan & Mornane, 2014) . Research into students' views on challenging tasks is growing but studies rarely explore differences in student perspectives based on achievement or engagement levels. Generally, students have reported that they can both enjoy and learn from these experiences (Russo & Hopkins, 2019; Sullivan & Mornane, 2014) but some authors have suggested integrating other instructional practices, such as collaborative learning, to further enhance student engagement and participation (Russo & Hopkins, 2019) .  \nCollaborative learning, defined as students' collective efforts to attain shared objectives or complete group tasks (Gillies, 2016), is widely recognised for enhancing student achievement and engagement (Gillies, 2003) . Given its influence on student achievement and engagement, it is reasonable to assume that integrating opportunities for problem solving and collaborative learning would be productive for learning. There is some existing literature which examines the link between collaborative learning and problem solving (e.g., Watson et al., 2001), however, there is a scarcity of studies on student perspectives regarding the merge of these strategies.  \nAn aim of the current study was to examine whether upper primary students with varying achievement and engagement levels perceive the benefits of collaborative problem-solving in cognitively demanding tasks differently. Examining these differences may offer insights into how learner characteristics shape their experiences in this context. Additionally, exploring the intersection of collaborative learning and cognitively demanding tasks can inform effective classroom implementation. Consequently, this study was guided by the following research question: How do students with varying levels of mathematics achievement and engagement perceive the collaborative solving of cognitively demanding tasks?  \nLiterature Review  \nThe emphasis on challenge and the use of cognitively demanding tasks is grounded in the inherent nature of mathematics being a dynamic, problem-solving discipline. One of the primary goals of teaching mathematics is to enable students to use mathematical thinking to solve problems (Stacey, 2006), and so the solving of cognitively demanding tasks is central to  \nmathematics and essential to its learning. The role of challenge can be examined through Vygotsky’s (1978) social constructivism theory. Vygotsky posits learning as a continuous progression from the current level or zone to a more advanced one. He describe","cbCaimRRlLM7Cdsm","https://ap.wps.com/l/cbCaimRRlLM7Cdsm","pdf",387368,"English","# Research question\n## Literature review\n## Cognitively demanding tasks and collaboration","[{\"question\":\"What question does the study address about collaborative problem-solving?\",\"answer\":\"It asks how students with different levels of mathematics achievement and engagement perceive the benefits of collaborative solving of cognitively demanding tasks.\"},{\"question\":\"What are cognitively demanding tasks in this study?\",\"answer\":\"They are tasks that require significant mental effort and complex thinking, including using non-algorithmic reasoning, processing multiple information sources, and explaining and justifying reasoning.\"},{\"question\":\"How does collaboration affect students’ learning and engagement?\",\"answer\":\"The findings indicate that collaboration enhances peer learning and enjoyment, especially for low and moderate achievers, and increases engagement for less engaged students.\"}]","Perceived Benefits of Collaborative Learning When Solving Cognitively Demanding Tasks - Research Study | PDF",1792057081]