Inclusion and peer-collaboration in mathematics classrooms: The case of students' perspectives

International audienceThis study aims to highlight students' perceptions of team collaboration in mathematics classrooms. We focus on students with easy access to mathematics (GR1) and who admitted that they struggle with access to mathematics (GR2). Positioning theory is used to study participants' narratives about mathematics group work. Nine online one-hour interviews were conducted. The analysis of research data was done with grounded theory. The results indicate the following categories of participants' perspectives: Students' emotions while involved in peer-collaboration activities; Students' role in peer-collaboration activities; Participants' setting rules on how and with whom to collaborate; Participants' rationale for collaborating with their classmates. Similarities and differences between the two groups were identified as well as implications for promoting inclusion in peer-collaboration activities