Fostering Authentic, Sustained, and Progressive Mathematical Knowledge-Building Activity in Computer Supported Collaborative Learning (CSCL) Communities
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Authors
JCMST Volume 22, Number 4, 2003 ISSN 0731-9258
Abstract
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.
Citation
Nason, R. & Woodruff, 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), 345-363. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/p/11934.
© 2003 AACE