Off-task activity is ubiquitous in classrooms, yet little understood. Building on recent work that illustrates the utility of off-task activity to disrupt relations of power among students, this article explores the potential functions of off-task participation during collaborative mathematics problem-solving. We examined 56 instances of off-task participation across 12 collaborative problem-solving sessions in a fourth grade classroom during a collaborative inquiry unit on place value. Results show that the majority of instances functioned to support the collaborative problem-solving process. Further, off-task participation often succeeded in shifting collaborative dynamics after on-task bids to shift dynamics failed. Off-task activity seemed to introduce new storylines that served as discursive tools to navigate local social hierarchies. We close by situating an understanding of the resources that students bring into collaborative learning through off-task activity within conversations on inclusive pedagogies. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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探索任务外活动对学生协作动力的作用。

课外活动在课堂上无处不在，但却鲜为人知。基于最近的工作，这些工作说明了任务外活动对破坏学生之间权力关系的效用，本文探讨了任务外参与在协作数学问题解决过程中的潜在功能。在关于位值的协作探究单元中，我们在四年级教室的 12 个协作解决问题会议中检查了 56 个非任务参与实例。结果表明，大多数实例的功能是支持协作解决问题的过程。此外，在任务中的动态转换失败后，任务外参与通常成功地转换了协作动态。任务外活动似乎引入了新的故事情节，作为导航当地社会等级的话语工具。我们通过在包容性教学法的对话中理解学生通过非任务活动引入协作学习的资源来结束。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）