Translating Euclid: Designing a Human-Centered Mathematics

Stahl, Gerry

doi:10.2200/s00492ed1v01y201303hci017

Cited by 21 publications

(25 citation statements)

References 101 publications

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“…The VMT is an open-source, virtual, collaborative learning environment that affords synchronous text-based interaction (chat) with an embedded multi-user dynamic-geometry application, GeoGebra. VMT is regarded as the first sustained effort supporting a collaborative form of dynamic geometry (Stahl, 2013a).…”

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confidence: 99%

Tracing the change in discourse in a collaborative dynamic geometry environment: From visual to more mathematical

Öner

2016

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

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In this paper, we investigate what appears to be an intermediate developmental stage in geometrical thinking according to Sfard's commognitive framework. More specifically, we examine the change in three middle-school students' mathematical discourse as they worked on a geometry construction problem within a virtual collaborative dynamic-geometry environment. We trace how their word use, use of visual mediators, and routines changed character during an hour-long collaborative problem-solving session. Our findings indicate that students gradually moved from a visual towards a more formal discourse --one that is primarily characterized by a routine of constructing dependencies. We conclude that interacting with expert interlocutors may not be the only path towards advancing one's mathematical discourse; this process may also take place within a computer-supported collaborative-learning setting. Thus, collaborative dynamic geometry can be viewed as an effective material condition for learning geometry.

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Tracing the change in discourse in a collaborative dynamic geometry environment: From visual to more mathematical

Öner

2016

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

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“…We have illustrated possible ways of relating multiple levels in our own publications (e.g., Arnseth and Ludvigsen 2006;Cress 2008;Cress and Kimmerle 2008;Law et al 2012;Stahl 2013bStahl , 2015. The papers in this issue take concrete preliminary steps in such directions.…”

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confidence: 91%

Analyzing roles of individuals in small-group collaboration processes

Stahl

Law

Creß³

et al. 2014

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

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The papers in this issue present innovative approaches to analyzing the roles of individuals in small-group collaborations supported by computer technologies. In reading these articles, you may find it interesting to consider the ways in which their methods conceptualize the relationship of collaborative group learning to the roles of its individual participants. Taken together, these studies envision and explore a space of possible strategies for analyzing the multi-level phenomena of collaborative learning, sometimes coding utterances of individuals and at other times characterizing group trajectories. They each push the boundaries of CSCL research in various ways. Although they can be read as primarily proposing analytic procedures, they also contribute to theory and technology. Perhaps highlighting their nuanced stances on the issue of unit-of-analysis in probing learning data can help to reveal their contributions to the advance of CSCL as a vision and as a field.It is often difficult to determine where overall progress is being made in CSCL research and practice. Statistical indicators in comparative reviews tend to be overwhelmed by the diversity of theories and methodologies applied in research and by the variety of pedagogies adopted in practice. In both researcher and teacher communities, there are new participants entering with training in traditional disciplines as well as long-time participants still working within old paradigms. Folk theories derived from common sense linger on and may obscure the visibility of innovations in scientific theory, methodology or pedagogy.Folk theories of minds and learning still influence classroom practice. According to Bruner (1996) and Bereiter (2002), teachers' pedagogy is often deeply affected by everyday intuitive Intern.

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“…They are also engaged in policy discussions with their national and regional educational ministries to implement future-oriented innovations. In collaboration with international colleagues, I have published analyses from the Virtual Math Teams Project, illustrating a concrete model of DBR exploring CSCL technology, pedagogy, curriculum, methodology and theory within an integrated post-cognitive approach (Stahl 2013b;2015a) as a path for advancing CSCL research systematically.…”

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confidence: 99%