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dc.creatorFukawa-Connelly, Timothy
dc.creatorSilverman, Jason
dc.identifier.citationFukawa-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).
dc.description.abstractThis 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.
dc.format.extent44 pages
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartContemporary Issues in Technology and Teacher Education, Vol. 15, Iss. 4
dc.relation.isreferencedbySociety for Information Technology and Teacher Education (SITE)
dc.rightsAttribution-NonCommercial CC BY-NC
dc.titleThe Development of Mathematical Argumentation in an Unmoderated, Asynchronous Multi-User Dynamic Geometry Environment
dc.type.genreJournal article
dc.description.departmentTeaching and Learning
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.temple.creatorFukawa-Connelly, Timothy

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