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|Title:||Peer Scaffold in Math Problem Solving|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Abdu, R. (2013). Peer Scaffold in Math Problem Solving. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 2-9). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||One of the most important issues that are dealt with in CSCL environments is self, and collaborative, regulated learning; independent of the support of teachers. In the first part of this paper, I will bring forward an innovative pedagogical approach for collaborative learning of math problem solving, accompanied by appropriate software (1) Metafora's planning tool: a visual based planning and reflecting space for socio-meta-cognitive elicitation of collaborative learning processes, and, (2) Geogebra: a math application for the creation of dynamic Geometric figures in Cartesian domain. In the second part of this paper I will illustrate a learning scenario within the context of a collaborative math problem solving scenario. Then, I will highlight a behavior of collaborative learning, in which one team member, S1, makes progress with solving the problem, and goes back to help his peer, S2. S1 scaffolds his peer's work by (1) Reporting what he, S1, did on the shared planning-reflecting space (2) Monitoring his peer's error (3) Explicating this error to his peer (4) scaffolding his peer's construction of a Geogebra model, without giving him the whole answer. This observation serves as an important progress in the attempts of modern educators, and education design-researchers, to share some of the responsibility of the learning processes with students.|
|Appears in Collections:||CSCL 2013|
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