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The Development of Mathematical Argumentation in an Unmoderated, Asynchronous Multi-User Dynamic Geometry Environment
Fukawa-Connelly, Timothy Silverman, Jason
Fukawa-Connelly, Timothy
Silverman, Jason
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Journal article
Date
2015
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Teaching and Learning
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http://dx.doi.org/10.34944/dspace/6278
Abstract
This paper explores student interactions from the Virtual Math Teams-With-GeoGebra Project, a computer-supported collaborative learning environment that allows individuals to interact, collaborate, and discuss user-created dynamic mathematics objects. Previous studies of virtual math teams have focused on the coconstruction of a joint problem space and the ways collaborative meaning making can be accomplished in the online environment. Instead, this study explored the development of the students’ argumentation practices. The researchers used Toulman’s (1969) model to analyze and explain the structure of the online interactions and the argumentative practices that become normative among students. In particular, the researchers found that the students made increasingly detailed and mathematical descriptions of the data, developed more abstract warrants, and increasingly acted as if giving reasons was normative in the discussion.
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Fukawa-Connelly, T., & Silverman, J. (2015). The development of mathematical argumentation in an unmoderated, asynchronous multi-User dynamic geometry environment. Contemporary Issues in Technology and Teacher Education, 15(4). https://citejournal.org/volume-15/issue-4-15/mathematics/the-development-of-mathematical-argumentation-in-an-unmoderated-asynchronous-multi-user-dynamic-geometry-environment
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Society for Information Technology and Teacher Education (SITE)
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Contemporary Issues in Technology and Teacher Education, Vol. 15, Iss. 4
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