designingfor group’math’discoursegerrystahl.net/pub/cscl2013designing.ppt.pdf · designingfor...
TRANSCRIPT
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Designing for Group Math Discourse
www.ischool.drexel.edu
Rachel M. Magee @rachelmmagee
Christopher M. Mascaro Gerry Stahl
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Research Context
• Group Cogni3on (Stahl, 2006) • Mathema3cal Discourse (Sfard, 2008; Stahl, 2008)
• Current online learning environment
• Dynamic Mathema3cs
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Research Goals
• Successfully combine VMT & GeoGebra
• Pilot tests for a realis3c sense of student interac3on within the new environment
• Itera3ve design • Curriculum development
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VMT GeoGebra Tab
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Methods
• Four one-‐hour group chats in the VMT/GeoGebra environment
• 3-‐4 Informa3on Science graduate students per group
• Grounded, itera3ve analysis
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Group 1 Group 2 Group 3 Group 4
Orienta3on; Problem Iden3fica3on
Summariza3on; Social Nice3es; Next Steps
Role Assignment
Technical Issues
Math Discourse
AlternaAve Tool
Use
Math Discourse
Technical Issues
Design
SuggesAons
Technical Issues
Math Discourse
Math Confusion
Technical Issues
Technical Confusion
Technical Issues
Role
Assignment
Math Discourse
AlternaAve Tool Use
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Cycling
Math Discourse
Technical Discourse
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I’m trying to figure out how to delete this line… I kind of messed up… do you s8ll see a line on the screen? (Group 3, line 24-‐25)
Technological Barriers
Is there an undo func8on… not that I could find. That would be nice. (Group 1, lines 97-‐99)
One thing we can state is how the le@ering got messed up… I think that is helping to confuse us. (Group 3, lines 58-‐59)
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Engaging (and Re-‐engaging) in Math Discourse
Ok, we are on the same page now… we need a point in the middle. (Group 4, lines 179-‐180)
Well, anyway, do we all at least see i, j, k? (Group 4, line 83) Can i start by drawing two lines to create an angle? (Group 3, line 22)
If you try to construct a line EF trying to connect AB and BC, wouldn’t that mean A=C. (line 94)
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Discourse About Math Difficul3es
I haven’t done geometry in a long 8me… I’ll need the hints. (Group 1, line 18)
I’m not sure if its cause I haven’t done these types of problems in a while or the hints just aren’t that good. (Group 3, line 95)
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Technical and Mathema3cal Skills
I’m an IT consultant and have to deal with various soXware programs meaning I’m familiar with how soXware should be designed and naviga8ng my way around…this was definitely tough. (Group 4, lines 310-‐313)
My High School Math teachers are furious with me right now I can feel it. (Group 3, line 96)
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Discussion
• Familiar technologies were employed to achieve solu3ons
• Building technological familiarity into systems
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Implica3ons of the Design-‐Based Research Cycle for the VMT Project
• Need to provide tutorials in use of the so_ware • Need to provide coherent curriculum and resources to guide explora3on and collabora3ve learning
• Need to make all the so_ware more robust
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Recent Usage Cycles
• Tested groups of researchers, teachers, students using: • A set of 10 Tours introducing VMT and GeoGebra func3onality
• A set of 8-‐21 hour-‐long Topics introducing collabora3ve dynamic geometry
• VMT-‐with-‐GeoGebra with more func3ons and no known bugs
• Currently analyzing Fall & Winter 2012 and star3ng Summer and Fall 2013 usage cycles
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The Virtual Math Teams Trilogy
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Ques3ons?
Thanks!
Rachel M. Magee
@rachelmmagee
This work is supported by the NSF Graduate Research Fellowship Program under Grant No. 2011121873.
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Discussion
• Connec3ons to Curriculum Design
• Collabora3ve learning • Curriculum Goals
• Engage • Explore • Construct • No3ce, wonder, and form conjectures • Understand
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Conclusion
• Itera3ve work with socio-‐technical goals • Technology development • Pedagogy
• Logs demonstrate the social nature of work and cogni3on
• Cycling as a poten3al issue in this and other technical systems
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Cycles of Problems
Math Discourse
Technical Discourse
• Groups focused on math, but technical problems intervened again and again
• Technical and cogni3ve issues consequences of the situa3on
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Today’s talk
• Design based research approach to an online group math learning environment
• Research Context & Goals • Methods
• Findings • Discussion