Effects of argumentation on group micro-creativity: Statistical discourse analyses of algebra students’ collaborative problem solving

The micro-time context of group processes (such as argumentation) can affect a group’s micro-creativity (new ideas). Eighty high school students worked in groups of four on an algebra problem. Groups with higher mathematics grades showed greater microcreativity, and both were linked to better problem solving outcomes. Dynamic multilevel analyses of the groups’ 2951 turns of conversation statistically yielded 53 watersheds (breakpoints) that separated 36 high micro-creativity time periods from 37 low ones. Group member actions within the last two speaker turns also influenced micro-creativity. Compared to agreements, recent disagreements yielded 11% greater micro-creativity. Students who behaved rudely (rude disagreements, commands) showed less micro-creativity ( 15% and 9%) than those who behaved politely (polite disagreements, questions/statements). In a special case, after a wrong idea, rude rather than polite disagreements raised groupmates’ micro-creativity (+60%). Teachers might encourage students to evaluate ideas carefully, speak politely, and avoid impulsive responses to rude behaviors. 2008 Elsevier Inc. All rights reserved. c. All rights reserved. Foundation research grant, a grant from the Research Grants Council of the roject No. CUHK 4117/04H), and a Chinese University of Hong Kong direct nd the helpful comments by Mavis Wu Jing HE and Sung Wook JOH are nese University of Hong Kong. M.M. Chiu / Contemp. Educ. Psychol. 33 (2008) 382–402 383