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ERIC Number: EJ803654
Record Type: Journal
Publication Date: 2005
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0732-3123
Peer Interactions in a Computer Lab: Reflections on Results of a Case Study Involving Web-Based Dynamic Geometry Sketches
Sinclair, Margaret P.
Journal of Mathematical Behavior, v24 n1 p89-107 2005
A case study, originally set up to identify and describe some benefits and limitations of using dynamic web-based geometry sketches, provided an opportunity to examine peer interactions in a lab. Since classes were held in a computer lab, teachers and pairs faced the challenges of working and communicating in a lab environment. Research has shown that particular teacher interventions provide motivation for the consideration of new ideas, and help uncover misunderstandings that may interfere with student progress [Towers, J. (1999). "In what ways do teachers interventions interact with and occasion the growth of students' mathematical understanding." Doctoral Dissertation, University of British Columbia, Unpublished]. Examples of student discourse presented here suggest that certain peer interactions act in similar ways--helping propel students towards new understanding. On the other hand, they also show that some peer interactions, although superficially similar to teacher interventions, may hamper student progress. (Contains 5 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A