id: 06231425
dt: a
an: 2014a.00896
au: Jones, Keith; Geraniou, Eirini; Tiropanis, Thanassis
ti: Patterns of collaboration: towards learning mathematics in the era of the
semantic web.
so: Martinovic, Dragana (ed.) et al., Visual mathematics and cyberlearning.
Dordrecht: Springer (ISBN 978-94-007-2320-7/hbk;
978-94-007-2321-4/ebook). Mathematics Education in the Digital Era 1,
1-21 (2013).
py: 2013
pu: Dordrecht: Springer
la: EN
cc: U50 H20 C30 R20
ut: argumentation; algebra; collaborative learning; semantic web; Web 3.0;
cyberlearning
ci:
li: doi:10.1007/978-94-007-2321-4_1
ab: Summary: With current digital technologies there are a number of networked
computer-based tools that provide ways for users, be they learners or
teachers, to collaborate in tackling visual representations of
mathematics, both algebraic and geometric. For learners, there are
various ways of collaborating that can occur while the learners are
tackling mathematical problems. In this chapter we use selected
outcomes from recent innovative research on this aspect of learning and
teaching mathematics with digital technologies to review the patterns
of collaboration that can occur in terms of teacher and learner
experience. Given that such patterns of collaboration are via current
digital technologies, this chapter goes on to offer a view on the
likely impact on the cyberlearning of mathematics of progress towards
the next generation of web technologies that seeks to make use of ideas
related to the web of data and the semantic web. Such impact is likely
to be in terms of enhancing the learning applications of digital
technologies, improving ways of administrating the educational
programmes that they support, and potentially enabling teachers to
maintain involvement in technological development and use over the
longer-term.
rv: