id: 06603298
dt: j
an: 2016e.01047
au: Oner, Diler
ti: Tracing the change in discourse in a collaborative dynamic geometry
environment: from visual to more mathematical.
so: Int. J. Comput.-Support. Collab. Learn. 11, No. 1, 59-88 (2016).
py: 2016
pu: Springer US, Secaucus, NJ; International Society of the Learning Sciences
(ISLS), Alpharetta, GA
la: EN
cc: U73 C33 G43
ut: mathematical discourse development; mathematical routines; group cognition;
collaborative dynamic geometry; dependencies
ci:
li: doi:10.1007/s11412-016-9227-5
ab: Summary: This case study investigated the development of group cognition by
tracing the change in mathematical discourse of a team of three
middle-school students as they worked on a construction problem within
a virtual collaborative dynamic geometry environment. Sfard’s
commognitive framework was employed to examine how the student team’s
word choice, use of visual mediators, and adoption of geometric
construction routines changed character during an hour-long
collaborative problem-solving session. The findings indicated that the
team gradually moved from a visual discourse toward a more formal
discourse ‒ one that is primarily characterized by a routine of
constructing geometric dependencies. This significant shift in
mathematical discourse was accomplished in a CSCL setting where tools
to support peer collaboration and pedagogy are developed through cycles
of design-based research. The analysis of how this discourse
development took place at the group level has implications for the
theory and practice of computer-supported collaborative mathematical
learning. Discussion of which features of the specific setting proved
effective and which were problematic suggests revisions in the design
of the setting.
rv: