ERIC Number: EJ1091143
Record Type: Journal
Publication Date: 2015
Pages: 44
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1528-5804
EISSN: N/A
The Development of Mathematical Argumentation in an Unmoderated, Asynchronous Multi-User Dynamic Geometry Environment
Fukawa-Connelly, Tim; Silverman, Jason
Contemporary Issues in Technology and Teacher Education (CITE Journal), v15 n4 p445-488 2015
This paper explores student interactions from the Virtual Math Teams-With-GeoGebra Project, a computer-supported collaborative learning environment that allows individuals to interact, collaborate, and discuss user-created dynamic mathematics objects. Previous studies of virtual math teams have focused on the coconstruction of a joint problem space and the ways collaborative meaning making can be accomplished in the online environment. Instead, this study explored the development of the students' argumentation practices. The researchers used Toulman's (1969) model to analyze and explain the structure of the online interactions and the argumentative practices that become normative among students. In particular, the researchers found that the students made increasingly detailed and mathematical descriptions of the data, developed more abstract warrants, and increasingly acted as if giving reasons was normative in the discussion.
Descriptors: Mathematics Skills, Mathematical Logic, Persuasive Discourse, Asynchronous Communication, Algebra, Electronic Learning, Cooperative Learning, Computer Simulation, Simulated Environment, Computer Mediated Communication, Problem Solving, Middle School Students, High School Students, Secondary School Mathematics, Mathematics Activities, Teamwork
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A