SOCIAL COGNITION EMERGING FROM STUDENT-TO- STUDENT DISCURSIVE INTERACTIONS DURING MATHEMATICAL PROBLEM SOLVING

This paper presents empirical evidence for the theoretical construct of social cognition—the cognitive by-product of the discursive interactions among small groups of individuals collaborating in mathematical problem solving that is not attributable to any one individual. The example is of four high school students, working independently solving a combinatorial problem set in a non-Euclidean context