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

2013-01-01
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.

Suggestions

Design of a problem-based online learning environment and evaluation of its effectiveness
Gündüz, Abdullah Yasin; Alemdağ, Ecenaz; Yaşar, Sevil; Erdem, Mukaddes (2017-07-01)
Problem-based learning approach present several advantages such as improving students’ engagement in learning and fostering their higher-order thinking skills. Although there is a plethora of research regarding implementation of problem-based learning in classrooms, its design and application process for web-based environments need further investigation because of independent nature of online settings. This study developed a problem-based online learning environment based on constructivist learning design m...
Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach
Sanz-Martinez, Luisa; Er, Erkan; Martinez-Mones, Alejandra; Dimitriadis, Yannis; Bote-Lorenzo, Miguel L. (2019-11-01)
Collaborative learning can improve the pedagogical effectiveness of MOOCs. Group formation, an essential step in the design of collaborative learning activities, can be challenging in MOOCs given the scale and the wide variety in such contexts. We discuss the need for considering the behaviours of the students in the course to form groups in MOOC contexts, and propose a grouping approach that employs homogeneity in terms of students? engagement in the course. Two grouping strategies with different degrees o...
Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning
Osmanoglu, Aslihan; Koç, Yusuf; Işıksal Bostan, Mine (2013-03-01)
The purpose of this study was to explore pre-service and in-service mathematics teachers' analyses of student learning in a video case of mathematics instruction via an online learning forum. The study was conducted in the context of three different mathematics methods courses in a 4-year college in the Midwestern United States. Twenty-six students (19 undergraduate and 7 master's students) participated in the study. As a course assignment, the participants were asked to watch and discuss a video case of ma...
Analyzing the effects of the personality traits on the success of online collaborative groups
Kucukozer-Cavdar, Seyma; Taşkaya Temizel, Tuğba (Elsevier BV; 2016-06-23)
The purpose of this study is to analyze how efficient online study groups can be formed among students based on their personality traits. A survey consisting of Ten Item Personality Inventory (TIPI) was conducted among the undergraduate students in a well-known university. Eighty-two students who did not know each other were assigned to 35 small online groups based on their personality characteristics. The group members were then asked to study collaboratively on a task by communicating via the university's...
An investigation of persistence in autonomous learning behaviors of English majors
Çakır, Nur (2011-10-05)
Motivating students to become active learners who can pursue and address their learning needs despite the presence of various difficulties is a major goal in contemporary educational practice. Socio-economical dynamics in today‘s knowledge-based society requires people to continuously improve their skills in the course of their professional lives. Therefore, understanding what intentions and behaviors drive persistent and successful learners in various professions, and developing strategies for encouraging ...
Citation Formats
M. P. Çakır, The Integration of Mathematics Discourse, Graphical Reasoning and Symbolic Expression by a Virtual Math Team. 2013, p. 96.