Our research focused on the analysis of face-to-face (FTF) social interaction of groups working on maths problems using the GCC framework in traditional classroom setting. The GCC framework requires students to analyze maths problems with "solutions" that contained conceptual or oversight errors, critique these solutions with mathematical arguments, and finally fix the "solutions" collaboratively. In this study, the GCC framework is extended to the VMT chat medium which consists of a shared whiteboard, chat message box and tools for students to construct mathematical representations. The analyses of these sessions were based on the Collaboration Interaction Model (CIM), a model designed to study the knowledge construction process of complex chat transcripts. This paper will discuss how participants mediate shared understanding of mathematical representations and form mathematical arguments to construct new knowledge in the chat medium, using the CIM as the key instrument of analysis. Copyright © 2008 International Society of the Learning Sciences.
|Title of host publication||Proceedings of the 8th International Conference for the Learning Sciences, ICLS 2008|
|Place of Publication||Utrecht, The Netherlands|
|Publisher||International Society of the Learning Sciences|
|Publication status||Published - 2008|
CitationWee, J. D., & Looi, C.-K. (2008). Re-inventing maths problem design: Using guided collaborative critique (GCC) in chat environments. In Proceedings of the 8th International Conference for the Learning Sciences, ICLS 2008 (Vol. 2, pp. 459-466). Utrecht, The Netherlands: International Society of the Learning Sciences.
- Mathematical discourse
- Collaborative environment
- Computer-mediated communication