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ERIC Number: EJ910452
Record Type: Journal
Publication Date: 2010
Pages: 33
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-1499-6677
Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement
Moss, Joan; Beatty, Ruth
Canadian Journal of Learning and Technology, v36 n1 Fall 2010
Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices that fostered deep understanding and broad participation. Students used the online Knowledge Building environment Knowledge Forum[R] to conduct their work and we illustrate how Knowledge Forum supported a Knowledge Building culture for mathematical learning and problem solving. Analyses of participation patterns and note content revealed practices consistent with Knowledge Building principles, specifically "democratization of knowledge," with students at all achievement levels participating, and "epistemic agency," with students providing evidence and justification for conjectures and generating multiple solutions to challenging problems. (Contains 2 figures and 11 footnotes.)
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada