Characterizing blended sensemaking in group discussions: a case study on mathematical modeling of population growth

Abstract Engaging in Blended Sensemaking (using science sensemaking to support mathematics sensemaking or vice versa) has been associated with enhanced student understanding and problem solving. Previous research has characterized blended sensemaking while students solved quantitative science problems. Few studies have described blended sensemaking as students work together on mathematical modeling tasks. This case study explored the patterns of blended sensemaking that occurred as two individuals mathematically modeled population growth over the course of two tasks. Using the Sci-Math Sensemaking Framework, we identified two distributions of blended sensemaking: Individual Blended Sensemaking, where one student made connections between science and mathematics sensemaking, and Shared Blended Sensemaking, where one of the students connected science sensemaking to mathematics sensemaking by the other student (or vice versa). This study extends prior research by demonstrating that during mathematical modeling discussions, blended sensemaking can occur between two individuals rather than be solely an individual endeavor. In this case study, Individual and Shared Blended Sensemaking were used in different ways during the discussion. Additionally, the two mathematical modeling tasks that students engaged in elicited different distributions of blended sensemaking and connections between different types of sensemaking. This case study serves as a model for extending this research across multiple groups to explore how task features affect the distribution of blended sensemaking across group members, the types of blended sensemaking that occur and the ways students use blended sensemaking during discussion. Knowing more broadly how and when connections between science and mathematical resources are developed may have theoretical implications such as addressing hypotheses about learning progressions or the use of blended sensemaking during idea problematization and resolution. Insights into the specific ways students engage in blended sensemaking may also have practical implications allowing instructors to more effectively guide student discussions during mathematical modeling tasks in science.