Constructing Dynamic Triangles Together
The Development of Mathematical Group Cognition
Nonfiction, Science & Nature, Mathematics, Reference & Language, Education & Teaching, Health & Well Being, Psychology
| Author: | Gerry Stahl | ISBN: | 9781316444146 |
| Publisher: | Cambridge University Press | Publication: | November 19, 2015 |
| Imprint: | Cambridge University Press | Language: | English |
| Author: | Gerry Stahl |
| ISBN: | 9781316444146 |
| Publisher: | Cambridge University Press |
| Publication: | November 19, 2015 |
| Imprint: | Cambridge University Press |
| Language: | English |
Rational thinking as exemplified in mathematical cognition is immensely important in the modern world. This book documents how a group of three eighth-grade girls developed specific group practices typical of such thinking in an online educational experience. A longitudinal case study tracks the team through eight hour-long sessions, following the students' meaning-making processes through their mutual chat responses preserved in computer logs coordinated with their geometric actions. The examination of data focuses on key areas of the team's development: its effective team collaboration, its productive mathematical discourse, its enacted use of dynamic-geometry tools, and its ability to identify and construct dynamic-geometry dependencies. This detailed study of group cognition serves as a paradigmatic example of computer-supported collaborative learning, incorporating a unique model of human-computer interaction analysis applied to the use of innovative educational technology. A valuable resource for researchers, instructors, and students alike, it offers concrete suggestions for improving educational practice.
Rational thinking as exemplified in mathematical cognition is immensely important in the modern world. This book documents how a group of three eighth-grade girls developed specific group practices typical of such thinking in an online educational experience. A longitudinal case study tracks the team through eight hour-long sessions, following the students' meaning-making processes through their mutual chat responses preserved in computer logs coordinated with their geometric actions. The examination of data focuses on key areas of the team's development: its effective team collaboration, its productive mathematical discourse, its enacted use of dynamic-geometry tools, and its ability to identify and construct dynamic-geometry dependencies. This detailed study of group cognition serves as a paradigmatic example of computer-supported collaborative learning, incorporating a unique model of human-computer interaction analysis applied to the use of innovative educational technology. A valuable resource for researchers, instructors, and students alike, it offers concrete suggestions for improving educational practice.
