Designing collaborative mathematics activities for classroom device networks
Abstract
This paper explores the potential of networked devices to support classroom problem solving in small groups. We articulate two principles for designing networked collaborative activities: that they should 1) balance the group's collective engagement of shared objects with opportunities for individual student manipulation of those objects and 2) coordinate networked interactions among student-controlled objects with mathematically meaningful relationships. To illustrate these principles, we present a scenario for small-group collaboration involving classroom device networks.
References
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Roschelle, J., & Pea, R. (2002). A walk on the WILD side: How wireless hand-helds may change CSCL. In G. Stahl (Ed.), Proceedings of the CSCL (Computer Supported Collaborative Learning) 2002. Boulder, CO, January, 7-11 2002. Hillsdale, NJ: Erlbaum.
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Roschelle, J. & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer-Supported Collaborative Learning (pp. 69-97). New York: SpringerVerlag.
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Stroup, W., Ares, N., & Hurford, A. (2005). A dialectic analysis of generativity: Issues of network-supported design in mathematics and science. Mathematical Thinking and Learning, 7(3), 181-206.
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Wilensky, U. & Stroup, W. (1999a). HubNet. http://ccl.northwestern.edu/netlogo/hubnet.html. Center for Connected Learning and Computer-Based Modeling, Northwestern University. Evanston, IL.
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- Designing collaborative mathematics activities for classroom device networks
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International Society of the Learning Sciences
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Published: 16 July 2007
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