Students’ Activity in Computer-Supported Collaborative Problem Solving in Mathematics

Hurme, Tarja-Riitta; Järvelä, Sanna

doi:10.1007/s10758-005-4579-3

Cited by 60 publications

(34 citation statements)

References 17 publications

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“…Again, our findings do not support these concerns. Our results (similar to those of Hurme & Jarvela, 2005) indicated that the text-based nature of Knowledge Forum may in fact have benefited the students. Our analyses revealed that students made concerted efforts to communicate their ideas by developing a syncopated form of mathematical communication (Sfard, 1995) and naturally interwove words, numbers, and formal symbols in their interactions with each other.…”

Section: Research Questions Revisitedsupporting

confidence: 82%

Knowledge building in mathematics: Supporting collaborative learning in pattern problems

Moss

Beatty

2006

Computer Supported Learning

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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 knowledgebuilding 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.

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Section: Research Questions Revisitedsupporting

confidence: 82%

Knowledge building in mathematics: Supporting collaborative learning in pattern problems

Moss

Beatty

2006

Computer Supported Learning

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“…There is also evidence that the use of metacognitive skills can help students to improve collaborative inquiry processes and domain understanding van Aalst and Chan 2007); and leads to high-quality learning and transfer (Didonato 2013;Vauras et al 2003). With appropriate scaffolding, students do engage in metacognitive processes as they work collaboratively on problems (Hurme and Järvelä 2005).…”

Section: Metacognitionmentioning

confidence: 99%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.

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“…For instance, examples 1 and 6 are parts of a networked discussion in which the student pairs are intensively negotiating how to mark an angle of a polygon (see the discussions in Hurme & Jä rvelä , 2005). Example 7 shows that the students Bob and Michael are telling the other student pair that their note is a good one without saying why.…”

Section: A)mentioning

confidence: 99%

Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics

Hurme

Palonen

Järvelä

2006

Metacognition Learning

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The aim of this study was to examine metacognition in computersupported collaborative problem solving. The subjects of the study were 13-yearold Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs_ problem-solving task involving polygons in a geometry course. The data consist of the student pairs_ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs_ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.

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Students’ Activity in Computer-Supported Collaborative Problem Solving in Mathematics

Cited by 60 publications

References 17 publications

Knowledge building in mathematics: Supporting collaborative learning in pattern problems

Knowledge building in mathematics: Supporting collaborative learning in pattern problems

Reflective assessment in knowledge building by students with low academic achievement

Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics

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