Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3190
Title: Reinventing Maths Problem Design: Using Guided Collaborative Critique (GCC) in Chat Environments
Authors: Wee, Juan Dee
Looi, Chee-Kit
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Wee, J. D. & Looi, C. (2008). Reinventing Maths Problem Design: Using Guided Collaborative Critique (GCC) in Chat Environments. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 459-466). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Our research focused on the analysis of face-to-face (FTF) social interaction of groups working on maths problems using the GCC framework in traditional classroom setting. The GCC framework requires students to analyze maths problems with "solutions" that contained conceptual or oversight errors, critique these solutions with mathematical arguments, and finally fix the "solutions" collaboratively. In this study, the GCC framework is extended to the VMT chat medium which consists of a shared whiteboard, chat message box and tools for students to construct mathematical representations. The analyses of these sessions were based on the Collaboration Interaction Model (CIM), a model designed to study the knowledge construction process of complex chat transcripts. This paper will discuss how participants mediate shared understanding of mathematical representations and form mathematical arguments to construct new knowledge in the chat medium, using the CIM as the key instrument of analysis.
URI: https://doi.dx.org/10.22318/icls2008.2.459
https://repository.isls.org//handle/1/3190
Appears in Collections:ICLS 2008

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