Fostering Authentic, Sustained, and Progressive Mathematical Knowledge-Building Activity in Computer Supported Collaborative Learning (CSCL) Communities
Nason, Rodney A. & Woodruff, Earl E. (2003) Fostering Authentic, Sustained, and Progressive Mathematical Knowledge-Building Activity in Computer Supported Collaborative Learning (CSCL) Communities. Journal of Computers in Mathematics and Science Teaching, 22(4), pp. 345-363.
Eliciting high-level mathematics symbolizing and communicating from students engaged in mathematics communities of practice has been found to be a challenging problem. In this article, we report on a study where 21 grade six female students engaged in model-eliciting problem-solving with collective discourse mediated by Knowledge Forum® Computer Supported Collaborative Learning (CSCL) software achieved the kind of progressive knowledge-building activity that until now had not been achieved in CSCL-mediated mathematics communities. During the course of the study, the students engaged in knowledge-building discourse about and iteratively improved their models for ranking the cities of Canada in terms of livability. The success achieved in having the students engage in this knowledge-building activity was attributed to the contexts provided by the model-eliciting math problem and to contexts and scaffolds for knowledge-building discourse provided by Knowledge Forum® during the construction and iterative revisions of the math models.
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|Item Type:||Journal Article|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2003 Association for the Advancement of Computing in Education|
|Deposited On:||30 Oct 2007 00:00|
|Last Modified:||08 May 2013 02:39|
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