This open access book provides key insights into the social fundamentals of learning and
indications of social interactive modes conducive and restrictive of that learning in China.
Combining theoretical and technical advances in an innovative research design this book
focuses on collaborative problem solving in mathematics to increase the visibility of social
interactions in teachers' designing students' learning and teachers' instructional
intervention. It also explores students' cognitive and social interaction as well as teacher
intervention in students' group collaboration.
