Although group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, “productive listening,” is described which focuses on observable features connected to students’ ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker’s contribution as being valuable and feeling that one’s own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others’ mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.

尽管小组工作被认为对解决问题有益，但对共同解决数学问题所需的聆听却未得到充分研究。本文使用瑞典高中数学课堂上一项教育设计研究的数据，研究了两种交流框架对理解学生听力的有用性。从分析中可以明显看出，这些框架没有提供足够的信息来说明在这种情况下侦听的复杂性。因此，描述了一个新的框架，即“生产性聆听”，该框架着重于与学生表现出倾听意愿和要求他人倾听的能力有关的可观察特征。该框架包括倾听的目的，连接到解决问题的阶段，尊重演讲者的贡献是有价值的，并感觉到自己的贡献会被倾听。这两个方面与关于期望听别人的数学思维并提出关于该思维的澄清问题的社会数学规范有关。通过对早期研究中的数据使用此框架，可以更好地理解小组讨论数学问题解决的听力的复杂性。