Knowledge Building in Mathematics: Supporting Collaborative Learning in Pattern Problems

Autor/inn/en	Moss, Joan; Beatty, Ruth
Titel	Knowledge Building in Mathematics: Supporting Collaborative Learning in Pattern Problems
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 1 (2006) 4, S.441-465 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-006-9003-z
Schlagwörter	Grade 4; Algebra; Mathematics Instruction; Urban Schools; Mathematical Concepts; Problem Solving; Generalization; Evidence; Instructional Effectiveness; Educational Technology; Computer Assisted Instruction; Computer Mediated Communication; Computer Software; Cooperative Learning; Teaching Methods + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Problemlösen; Evidenz; Unterrichtserfolg; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While it has been suggested that patterning activities support early algebra learning, it is widely acknowledged that the shift from perceiving patterns to understanding algebraic functions--and correspondingly, from reporting empirical patterns to providing explanations--is difficult. This paper reports on the collaborations of grade 4 students (n = 68) from three classrooms in diverse urban settings, connected through a knowledge-building environment (Knowledge Forum), when solving mathematical generalizing problems as part of an early algebra research project. The purpose of this study was to investigate the underlying principles of idea improvement and epistemic agency and the potential of knowledge building--as supported by Knowledge Forum--to support student work. Our analyses of student-generated collaborative workspaces revealed that students were able to find multiple rules for challenging problems and revise their own conjectures regarding those rules. Furthermore, the discourse was sustained over 8 weeks and students were able to find similarities across problem types without the support of teachers or researchers, suggesting that these grade-4 students had developed a disposition for evidence use and justification that eludes much older students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10