In Chapter 10 the part that resonated with me the most is Tuckman's Theory of Group Development, which is a non-sequential model that groups use when they come together and begin to work as a team. There are five main steps he speaks about which are forming, storming, norming, performing, and adjourning. These five steps seem to be essential factors in helping a team build trust and a strong relationship among each other. As a result, it becomes easier for groups to accomplish tasks and be productive in the assignments they are given.
An example is an article written by Despina Potari, which is methodologically based, and is addressing the study of mathematics group teaching in a middle school setting. It goes about using teaching activities and using in order to go about using team work in which classroom teaching is situated. Theoretical and methodological approaches are illustrated through episodes from a group study of the mathematics teaching and learning in a Year-10 class in a UK secondary school where students were considered as “lower achievers” in their year group. It show how a number of questions about mathematics teaching and learning through group work among the students helps them excel in their school work. In addition, this framework provided a way to address complexity in the activity of teaching and its development based on recognition of their work in teams in mathematics teaching–learning.
source: Jaworski, Barbara, and Despina Potari. "Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development." Educational Studies in Mathematics 72.2 (2009): 219-236. Academic Search Complete. EBSCO. Web. 8 Mar. 2010.