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|Title:||Interactional Achievement of Shared Mathematical Understanding in a Virtual Math Team|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Cakir, M., Stahl, G., & Zemel, A. (2010). Interactional Achievement of Shared Mathematical Understanding in a Virtual Math Team. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 325-332). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||Learning mathematics involves specific forms of social practice. In this paper, we describe socially situated, interactional processes involved with collaborative learning of mathematics in a special online collaborative learning environment. Our analysis highlights the methodic ways group members enact the affordances of their situation (a) to visually explore a mathematical pattern, (b) to co-construct shared mathematical artifacts, (c) to make visible the meaning of the construction, (d) to translate between graphical, narrative and symbolic representations and (e) to coordinate their actions across multiple interaction spaces, while they are working on open-ended math problems. In particular, we identify key roles of referential and representational practices in the co-construction of deep mathematical group understanding. The case study illustrates how mathematical understanding is built and shared through the online interaction.|
|Appears in Collections:||ICLS 2010|
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