Collaborative Mathematics Learning in Online Environments

Alagic, Gorjan; Alagic, Mara

doi:10.1007/978-94-007-2321-4_2

Cited by 10 publications

(6 citation statements)

References 18 publications

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“…School as skholé implies that leisure can once again become more important when learning and that the paradigm of questioning the world can flourish again. In contrast, Alagic and Alagic (2013) conclude that home-schooling could strengthen some traditional school practices. In their approach to teaching and learning, parents often take the role of teachers and reinforce traditional school practices.…”

Section: Using Technologies In the Learning Of Mathematicsmentioning

confidence: 82%

A look over students’ shoulders when learning mathematics in home-schooling

Weinhandl

Lavicza

Houghton

et al. 2021

International Journal of Mathematical Education in Science and

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This study aims to uncover some key elements of successful homelearning of mathematics, based on students' perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis. Throughout our work, we aimed to examine students' reflections on mathematics learning and learning environments that assisted their ease of transition from in-school face-to-face learning to home-schooling during the COVID-19 isolation. In this paper, we will present how mathematics learning has changed for upper secondary school students in Austria and outline students' perspectives in relation to their new learning experiences during the period of school closures. Through the use of case study principles enhanced by some design-based research approaches, we were able to illustrate that (a) familiarity with the context, (b) problems or tasks as learning triggers, (c) mathematics learning as a social as well as individual process, and (d) perceived positive cost-benefit analysis of learning mathematics are key to students' learning success. Although these categories were key for the students when learning mathematics in home-schooling during the current crisis, these categories could be equally considered when education moves back to school or in mixed learning environments post COVID-19.

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Section: Using Technologies In the Learning Of Mathematicsmentioning

confidence: 82%

A look over students’ shoulders when learning mathematics in home-schooling

Weinhandl

Lavicza

Houghton

et al. 2021

International Journal of Mathematical Education in Science and

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“…What type of innovations should learning environments incorporate in order for students to rely on online resources and technologies to develop mathematical thinking? Alagic and Alagic [2] pointed out that digital technologies offer teachers and learners affordances to provide a learning environment that fosters collaboration and direct interaction with peers. Thus, teaching environments need to be adjusted to take into account and incorporate the use of diverse technologies in students learning of mathematics.…”

Section: Background and Conceptual Frameworkmentioning

confidence: 98%

The Use of Digital Technology in Extending Mathematical Problem Solving Reasoning

Santos‐Trigo

Reyes-Martínez

Aguilar-Magallón

2015

Communications in Computer and Information Science

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Abstract. The incorporation of digital technologies (both multiple purpose and mathematics action technologies) in mathematical learning environments can foster and extend discussions among learners and teachers even beyond class time. That is, learners not only keep reflecting on mathematical ideas or problems; but also they can review or consult related online resources. Similarly, the use of dynamic geometry systems provides affordances to construct dynamic models of tasks where learners can analyse how objects move within the configuration and formulate mathematical relations. In this report, we discuss three exemplars to characterize ways in which the use of technology extends mathematical reasoning in problem solving approaches. This information becomes important for teachers to value and frame the incorporation of technology in learning environments. At the end, some limitations of this approach are discussed.

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“…Por exemplo, quando professores de Matemática trabalham em pequenas equipes, isso pode contribuir de maneira significativa na construção do conhecimento matemático. Ao perceberem essa contribuição, eles podem utilizar projetos similares e trabalhar com seus estudantes em sala de aula (Alagic & Alagic, 2013). …”

Section: Fundamentação Teóricaunclassified

“…Enfatizamos que o processo de justificativas geométricas ocorreu de forma colaborativa (Alagic & Alagic, 2013), pois os três critérios para tal foram atendidos: igualdade de participação, pois os professores participantes possuíam as mesmas possibilidades de resolução e discussão, sendo professores da Educação Básica; interações naturais, visto que os professores trabalharam na elaboração de justificativas geométricas para a tarefa em questão em comum acordo; e a síntese unificada do trabalho, em que os professores discutiram de forma colaborativa e discursiva sobre cada tópico da tarefa, produzindo sínteses parciais e conclusivas (Mihaela, "Ok, então todos concordamos").…”

Section: Então Os Quatro Pontos Definidos Pela Intersecção De Quaiunclassified

“…Promover este movimento pode permitir que pesquisadores em Educação Matemática e educadores percebam o potencial do uso de SGD. Além disso, este movimento pode contribuir para que visualizem as potencialidades do uso de ambientes CSCL para melhorar a aprendizagem em geometria, envolvendo professores no desenvolvimento de ideias matemáticas, por meio da colaboração online e do trabalho colaborativo (Alagic & Alagic, 2013).…”

Section: Introductionunclassified

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Tarefas e justificativas de professores em ambientes virtuais colaborativos de geometria dinâmica

Powell

Pazuch²

2016

Zetetike

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ResumoNeste artigo reflete-se sobre justificativas geométricas elaboradas por professores que ensinam Matemática, usando relações e propriedades, e como eles resolvem uma tarefa sobre quadriláteros e suas bissetrizes no ambiente Virtual Math Teams with GeoGebra (VMTwG). Os professores são participantes do projeto de formação continuada com tecnologias digitais, trabalham em pequenas equipes colaborativamente para construir figuras geométricas e resolver problemas geométricos. Dada uma sequência de tarefas elaborada para discussão e resolução em um ambiente virtual colaborativo, analisa-se como três professores colaborativa e discursivamente construíram justificativas teóricas com base em suas próprias conjecturas e percepções de relações entre objetos geométricos, sem o uso de medidas. Essas justificativas teóricas e as condições em que elas foram realizadas geram implicações para a Educação Matemática de professores e para a prática docente deles.Palavras-chave: relações geométricas, justificativas teóricas, tecnologias digitais, geometria dinâmica, formação inicial e continuada de professores AbstractIn this article, we reflect on how mathematics teachers build geometric justifications based on geometric relations and properties as they solve a task about quadrilaterals and their angle bisectors, all within the online environment, Virtual Math Teams with GeoGebra (VMTwG). The teachers, participants in a continuing education project with digital technologies, work collaboratively in small teams to construct geometric figures and solve geometric problems. Given a sequence of tasks designed for discussion and resolution within a collaborative online environment, we analyze how three teachers collaboratively and discursively construct 1 Este trabalho é baseado em uma pesquisa apoiada pela NSF, do programa DRK-12, sob a bolsa DRL-1118888.As conclusões e as opiniões relatadas aqui são de responsabilidade do autor e não refletem necessariamente a opinião da NSF.2 Uma versão preliminar e parcial do trabalho foi apresentada no VI SIPEM -Seminário Internacional de Pesquisa em Educação Matemática.

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Collaborative Mathematics Learning in Online Environments

Cited by 10 publications

References 18 publications

A look over students’ shoulders when learning mathematics in home-schooling

A look over students’ shoulders when learning mathematics in home-schooling

The Use of Digital Technology in Extending Mathematical Problem Solving Reasoning

Tarefas e justificativas de professores em ambientes virtuais colaborativos de geometria dinâmica

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