The Integration of Mathematics Discourse, Graphical Reasoning and Symbolic Expression by a Virtual Math Team

2013-01-01
Çakır, Murat Perit
Stahl, Gerry
Learning mathematics involves mastering specific forms of social practice. In this chapter, we describe socially situated, interactional processes involved with collaborative learning of mathematics online. We provide a group-cognitive account of mathematical understanding in an empirical case study of an online collaborative learning environment called Virtual Math Teams. The chapter looks closely at how an online small group of mathematics students coordinates their collaborative problem solving using chat, shared drawings and mathematics symbols. Our analysis highlights the methodic ways group members enact the affordances of their situation (a) to display their reasoning to each other by co-constructing shared mathematical artifacts and (b) to coordinate their actions across multiple interaction spaces to relate their narrative, graphical and symbolic contributions while they are working on open-ended mathematics problems. In particular, we identify key roles of referential and representational practices in the co-construction of deep mathematical understanding at the group level, which is achieved through methodic uses of the environment’s features to coordinate narrative, graphical and symbolic resources.
Citation Formats
M. P. Çakır and G. Stahl, The Integration of Mathematics Discourse, Graphical Reasoning and Symbolic Expression by a Virtual Math Team. 2013, p. 96.