Peer interactions in a computer lab: reflections on results of a case study involving web-based dynamic geometry sketches

Sinclair, Margaret

doi:10.1016/j.jmathb.2004.12.003

Cited by 19 publications

(14 citation statements)

References 13 publications

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“…During whole-class discussions, the teacher becomes responsible for orchestrating students' interactions with the technology as well as interactions with each other. Furthermore, the teacher needs to model appropriate discourse practices as students work in small-group collaborations on the computers [13,37]. The dynamic nature of the technology introduces additional elements of interaction beyond those found in tasks not involving the technology.…”

Section: Impact Of Classroom Discourse On Tmdmentioning

confidence: 99%

“…First, technology tools, such as virtual manipulatives, provide dynamic pictorial and symbolic representations of mathematics concepts. Second, the dynamic visual displays serve as common experiences about which students can engage in meaningful classroom discussions incorporating both verbal and gestural (i.e., embodied) interactions [13,53,54]. Students' understanding of mathematical concepts is strengthened when they make connections among representations in pictorial, symbolic, verbal, and embodied modalities [55].…”

Section: Impact Of Technology Tools On Tmdmentioning

confidence: 99%

“…Similarly, Sinclair [13] and González and Herbst [54] each report on studies with dynamic interactive geometry software (Geometer's Sketchpad and Cabri Geometry, respectively). In Sinclair's study, students worked in pairs with Geometer's Sketchpad to complete a sequence of tasks on proving congruency (e.g., applications of reflection and rotation).…”

Section: Impact Of Dynamic Representations On Classroom Discoursementioning

confidence: 99%

“…When students have opportunities to articulate and discuss mathematical concepts, they develop a deep understanding of those concepts. With its roots in Vygotskian social learning theories, the study of the structure and flow of mathematical discourse in the classroom has generally taken a socio-cultural or socio-linguistic perspective, and many researchers have developed different ways to conceptualize and classify how discourse occurs in classrooms and its impact on learning [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

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Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

Anderson-Pence

2017

Education Sciences

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Extensive research has been published on the nature of classroom mathematical discourse and on the impact of technology tools, such as virtual manipulatives (VM), on students' learning, while less research has focused on how technology tools facilitate that mathematical discourse. This paper presents an emerging construct, the Techno-Mathematical Discourse (TMD) framework, as a means for analyzing and interpreting aspects of learning when students use technological representations to mediate mathematical discussions. The framework focuses on three main components: classroom discourse, technology tools, and mathematical tasks. This paper examines each of these components, and then illustrates the framework using examples of students' exchanges while interacting with virtual manipulatives. The TMD Framework has applications relevant to teachers, teacher educators, and researchers concerning how technology tools contribute to discourse in mathematics classrooms. The TMD framework addresses a critical issue in mathematics education, in that classroom teachers and researchers need to understand how technology facilitates classroom interactions and how to best leverage technology tools to enhance students' learning of mathematics.

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Section: Impact Of Classroom Discourse On Tmdmentioning

confidence: 99%

Section: Impact Of Technology Tools On Tmdmentioning

confidence: 99%

Section: Impact Of Dynamic Representations On Classroom Discoursementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

Anderson-Pence

2017

Education Sciences

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“…DG programs have proven to be an excellent resource for teachers and students (Botana & Valcarce, 2002;Sinclair, 2005;Ruthven et al, 2007). In spite of the great benefits for teaching and learning, as well as the existence of useful DG programs, including GSP (Jackiw,1995), Cabri (Cabri, 2007), Cinderella (Kortemkamp, 1999), C.a.R (Grothman, 1999), and Tabulae (Moraes, Santoro & Borges, 2005), DG is not commonly used in adaptive distance education environments.…”

Section: Introductionmentioning

confidence: 99%

An algorithm for automatic checking of exercises in a dynamic geometry system: iGeom

Isotani

Brandão

2008

Computers & Education

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One of the key issues in e-learning environments is the possibility of creating and evaluating exercises. However, the lack of tools supporting the authoring and automatic checking of exercises for specifics topics (e.g., geometry) drastically reduces advantages in the use of e-learning environments on a larger scale, as usually happens in Brazil. This paper describes an algorithm, and a tool based on it, designed for the authoring and automatic checking of geometry exercises. The algorithm dynamically compares the distances between the geometric objects of the student's solution and the template's solution, provided by the author of the exercise. Each solution is a geometric construction which is considered a function receiving geometric objects (input) and returning other geometric objects (output). Thus, for a given problem, if we know one function (construction) that solves the problem, we can compare it to any other function to check whether they are equivalent or not. Two functions are equivalent if, and only if, they have the same output when the same input is applied. If the student's solution is equivalent to the template's solution, then we consider the student's solution as a correct solution. Our software utility provides both authoring and checking tools to work directly on the Internet, together with learning management systems. These tools are implemented using the dynamic geometry software, iGeom, which has been used in a geometry course since 2004 and has a successful track record in the classroom. Empowered with these new features, iGeom simplifies teachers' tasks, solves non-trivial problems in student solutions and helps to increase student motivation by providing feedback in real time.

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Technology, Communication, and Collaboration: Re-thinking Communities of Inquiry, Learning and Practice

Beatty

Geiger

2009

New ICMI Study Series

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Peer interactions in a computer lab: reflections on results of a case study involving web-based dynamic geometry sketches

Cited by 19 publications

References 13 publications

Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

Techno-Mathematical Discourse: A Conceptual Framework for Analyzing Classroom Discussions

An algorithm for automatic checking of exercises in a dynamic geometry system: iGeom

Technology, Communication, and Collaboration: Re-thinking Communities of Inquiry, Learning and Practice

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