https://mted.merga.net.au/index.php/mted <p>Mathematics Teacher Education and Development <span style="font-size: 0.875rem;">(MTED) is </span><span style="font-size: 0.875rem;">an official journal of the Mathematics Education Research Group of Australasia, Inc. (MERGA), is an international refereed journal that provides a stimulating collection of articles with a focus on mathematics teacher education. MTED is an open access publication.</span></p> Mathematics Research Group of Australasia en-US Mathematics Teacher Education and Development 1442-3901 https://mted.merga.net.au/index.php/mted/article/view/1158 <p>Group composition affects learning by individuals. Dialogic pedagogy approaches demonstrate that this is particularly true when each grouped student knows something others do not (i.e., <em>mutuality</em> grouping). Learning analytics can help grouping by providing teachers with data on students’ content-specific learning. What are mathematics teachers’ considerations in grouping students based on such data? We analysed fifty-three acts of grouping by nine mathematics teachers, who used data about students’ solutions to a mathematical task on linear functions to group students into pairs. We propose a schematic model including two types of considerations: interpersonal (here, <em>mutuality,</em> <em>encompassing</em>, and <em>similarity</em>) and content-specific (here, <em>methods of construction</em>, <em>function</em> <em>orientation,</em> and <em>correctness</em>). In this study, encompassing was the leading interpersonal characteristic, and function orientation was the leading content-specific characteristic. Moreover, different teachers formed the same groups using various considerations. The teachers utilised learning analytics to group students, and we modelled their grouping considerations.</p> Rotem Abdu Shai Olsher Copyright (c) 2025 Mathematics Teacher Education and Development 2025-04-28 2025-04-28 27 1 1 1