Students’ collaborative decision-making processes in defining and classifying quadrilaterals: a semiotic/dialogic approach

Fujita, Taro; Doney, Jonathan; Wegerif, Rupert

doi:10.1007/s10649-019-09892-9

Cited by 17 publications

(14 citation statements)

References 25 publications

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“…Working with others requires the ability to resolve conflicts, use effective communication strategies, manage time and tasks (Beccaria et al, 2014). Fujita, Doney and Wegerif (2019) recently indicated in a specific case of mathematics that students' decision-making was influenced by their inability to see their peers' points of view dialogically.…”

Section: Discussionmentioning

confidence: 99%

“…Hansen (2006) found that students evaluate the group experience as positive if certain conditions are met (Eunjung, 2011, Martin et al, 2019. Fujita, Doney and Wegerif (2019) indicated in the specific case of collaboration in mathematics that students' decision-making was influenced by their inability to see their peers' points of view dialogically. LaBeouf et al (2016) examined faculty and students' comments of a university to determine perceptions of group work.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Collaborative Assignment in Online Learning Environments: The Case of Higher Education

Demosthenous

Panaoura

Eteokleous

2020

IJTES

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Many studies investigated the use of collaboration at conventional teaching environment in different educational levels. The present study examines students’ behavior during a collaborative assignment in an online learning environment in higher education. Data were collected by graduate students who were attending a course at a distance learning master degree program in Special Education. The developed group dynamics and students’ beliefs about their role during the activity were “revealed” by their reactions to the discussion forum, their private e-mails to the instructor, their activity at the platform and their contribution on the assignment, for which the wiki tool was used. Results indicated that although students were at the same time in-service or pre-service teachers at primary and secondary education and they were expected to implement group work at their teaching, they had low self-efficacy beliefs in using it as students in online learning environment. Their major difficulties were related with their fear about possible negative consequences concerning their marks due to other members’ behavior and the lack of experiences. Suggestions on how the group work and the collaborative assignment can be integrated more effectively in an online learning environment in higher education courses are discussed

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Use of Collaborative Assignment in Online Learning Environments: The Case of Higher Education

Demosthenous

Panaoura

Eteokleous

2020

IJTES

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“…Kemudian penelitian pada segiempat cenderung berfokus pada pemecahan masalah dan kesulitan siswa dalam menyelesaikan masalah segiempat (Fujita, 2012;Fujita, Doney, & Wegerif, 2019). Sehingga penelitian tentang PCK guru dalam mengajarkan segiempat yang ditinjau dari segi gender perlu dilakukan guna mendapatkan gambaran lebih rinci terkait PCK guru matematika.…”

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Analisis Pedagogical Content Knowledge Guru Matematika Sekolah Menengah Pertama Ditinjau Dari Segi Gender

Nur'aini

Pagiling

2020

AJPM

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Tujuan penelitian ini adalah untuk mendeskripsikan pedagogical content knowledge (PCK) guru matematika SMP di kabupaten Merauke pada materi segiempat yang ditinjau dari segi gender. Jenis penelitian ini adalah deskriptif kualitatif. Subjek terdiri atas dua guru perempuan dan dua guru laki-laki. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu penyebaran kuesioner PCK dan wawancara. Teknik analisis data yang digunakan yaitu triangulasi teknik yang meliputi reduksi data, penyajian data, dan menarik kesimpulan atau verifikasi. Hasil penelitian ini menunjukkan pengetahuan konten guru perempuan lebih baik daripada guru laki-laki. Untuk pengetahuan pedagogik keempat guru menunjukkan penguasaan tentang kurikulum dan kemampuan siswanya dengan sangat baik. Namun terkait rencana pembelajaran masing-masing guru memiliki rencana yang berbeda, ada yang menyusun RPP berdasarkan anjuran Kemendikbud 2020 dan ada pula yang menyusun RPP berdasarkan Kurikulum 2013, namun inti pembelajarannya sama, menggunakan metode pembelajaran diskusi dan tanya jawab untuk mengeksplorasi pengetahuan dan menemukan penyelesaian. Untuk pelaksanaan pembelajaran baik guru laki-laki maupun guru perempuan sama-sama representasi berupa benda-benda di sekitar siswa dengan harapan siswa dapat lebih mudah memahami materi bangun segiempat. Untuk pengetahuan terkait teknik evaluasi pembelajaran, baik guru laki-laki maupun guru perempuan memiliki pengetahuan dalam penilaian proses dan hasil belajar yang baik dengan mempertimbangkan tingkat pemahaman dan kemampuan siswa.

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“…The second line of design promotes collaboration among students in order to encourage the production of conjectures and arguments that might not appear without discussion with others. Indeed, through collaborating, students can exchange different representations of geometric objects and negotiate with one another to reach collective definitions of particular geometric objects (Fujita et al, 2019). Following these two design lines, the research project envisages the design of three working areas, which have different didactical functionalities, i.e.…”

Section: The Design Of the Digital Environmentmentioning

confidence: 99%

“…Students should be able to share and justify the processes and procedures used, providing adequate arguments to support or refute mathematical statements (NCTM, 2000).When students produce arguments, they elaborate and explain to themselves the concepts they are justifying (Baker, 2003) and this process can help them to integrate new information within existing cognitive structures (Chi et al, 1989). However, a collaborative approach based on the social and individual construction of knowledge (Vygotsky, 1980), encouraging the engagement of students, could promote the development of argumentative and communicative skills (Leitão, 2000;Andriessen et al, 2003;Lazarou et al, 2016;Albano & Dello Iacono, 2018;Fujita et al, 2019). Students, interacting with peers, on the one hand, can compare their own ideas with those of others and, on the other, can explain and justify their reasoning to try to convince each other of the validity of their arguments.…”

mentioning

confidence: 99%

From Argumentation to Proof in Geometry Within a Collaborative Computer-Based Environment

Iacono

2021

Digit Exp Math Educ

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This article is part of a wider research project that has the educational goal of supporting students in the production of conjectures, arguments and proofs, as well as promoting a move from the production of arguments expressed in colloquial registers to arguments expressed in literate registers. In this regard, we Giovannina Albano, Umberto Dello Iacono and Maria Alessandra Mariotti designed and implemented a digital educational environment that allows students to formulate and prove conjectures; three different working areas are available where students can work on a geometrical open problem sometimes individually, sometimes in collaboration. In this article, I report on an empirical study aimed at investigating the functioning of one of these areas, the ‘Working with others’ area, where small groups of students are expected to discuss and formulate a shared solution to a problem. The research question concerns if and to what extent the communication tools, specifically designed to foster students’ collaboration, can promote the production of mathematically acceptable arguments. The qualitative data analysis shows that the ‘Working with others’ area seems to foster discussion within the group and can make students aware of their mistakes. Moreover, it can bring out some students’ misconceptions and can provide useful information upon which the teacher can trigger fruitful discussions. However, this working area does not appear to foster a significant improvement of the production of mathematically acceptable arguments, produced by students in a collaborative and sharing mode. The integration of specific components within this working area seems to be necessary to support the student in moving from argumentation to proof.

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Students’ collaborative decision-making processes in defining and classifying quadrilaterals: a semiotic/dialogic approach

Cited by 17 publications

References 25 publications

The Use of Collaborative Assignment in Online Learning Environments: The Case of Higher Education

The Use of Collaborative Assignment in Online Learning Environments: The Case of Higher Education

Analisis Pedagogical Content Knowledge Guru Matematika Sekolah Menengah Pertama Ditinjau Dari Segi Gender

From Argumentation to Proof in Geometry Within a Collaborative Computer-Based Environment

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