When working collaboratively to solve geometry problems students:
- use the language of geometry
- reveal their reasoning strategies (without the limitations which can arise when writing in the formal language of deductive geometry)
- contribute more willingly to a discussion
- learn from the ideas of others.
If the task on which the group is working is appropriately challenging and sufficiently engaging, students will frequently continue the discussion beyond the classroom.
As you observe and interact with the small group, you can address individual difficulties and misunderstandings. Your role changes to one of a mentor and mediator.
Carefully posed questions will help the group explore alternative directions of thought. This is frequently more useful than explicit directions and explanations.
