a "doc" chronicle

Today I'll be presenting a poster, titled Analyzing Mathematical Conversations: On online public discussions, about my pilot study at the Graduate Student Council Forum, in the Reitz Union, University of Florida. This allows me to talk about my research to others and to receive feedback. It also gives me the opportunity to clarify ideas and practice presentation skills. Stop by if you are around, I'll be sharing my research and answering questions from 1:15 to 2:15 PM, on station # 66 [updated].

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Abstract:The purpose of this pilot study was to understand how discussion forums could be used to construct knowledge while developing online communities of learners. Following Gergen & Gergen's (1991, 1994, 1999, 2005) social constructionism principles, collaboration, transformation, and roles were studied. Threaded discussions in a public discussion forum that included 10 to 25 postings were analyzed during a one-month period. Five threaded discussions were identified that met these criteria. Tree diagrams and storylines were then constructed and analyzed using Gee's (1999, 2005) discourse analysis methodology.

The pilot study suggested reciprocal communication and collaboration helped participants to: construct mathematics knowledge, clarify mathematical ideas, and find one or more solutions to the problems presented. Empowerment and knowledge building was accomplished through the discussion generated by the participants of each thread.

Spring Break was last week and I read and took notes from Berger and Luckmann (1966), The Social Construction of Reality. This book presents the foundation of social constructionism. K. J. Gergen has expanded this theoretical perspective through out many of his publications, some of which include: The Saturated Self: Dilemmas of Identity in Contemporary Live (1991), Toward Transformation in Social Knowledge (1994), An Invitation to Social Construction (1999, reprinted 2003), and the article by Gergen & Gergen, Qualitative Inquiry: Trends and transformations (2000, published in the Handbook of Qualitative Research). With this I think I have the tools to improve a section of Chapter 3.

The SITE Conference has been taking place during this week in Orlando, FL. Being there, meeting people you have met online, and sharing with the ILET scholars was great, almost like getting to meet family members. As Susan says in her blog, being “part of the community of technology educators” is very important, the support structure that develops from it allows you to have a wider view of your field and the opportunity to collaborate with others.

I want to thank Kenneth (ILET-UVA) and Jing (UGA) for sharing ideas and pointing me to new resources related to my research. Later, during the poster session, I talked to Hamide (UTEP) who presented a poster titled Socialization in Online Mathematics Learning Environments. Our work has some interesting similarities that I will need to explore more.

And so, two more weeks have gone by. They have been very productive, but at the same time I have not done everything I wanted to. I think that I always want to do so much, more than what I can humanly do. Still, I feel I moved one tinny step further, getting a tinny bit closer to my goal. And I also had a wonderful time at home!

To start reviewing chapter 3, I went back to the library and checked the Handbook of Qualitative Research (2nd ed) once more. I also looked at the thrid edition, now available in print.

Again, I had that same feeling as with chapter 2. Did I really had everything I needed? I wanted to know if I was missing an important article that could help me better explain what I wanted to say, that could complement what I have, or even that could supplement my first draft.

Once more, I was able to identify other articles that seemed important, relevant to my research. Some I already knew about, but had not been able to read before; others came as a pleasant surprise, because I know they will help me connect ideas and will fill the gaps I now have.

As I say, in my poem below, writing is like a cyclical process. I don't think it is ever finished. So we need to be aware that revisions are important; that they are really needed. If we get lucky and find people that can read our work, the better it will get. Answering questions about what we intended to say, will help us clarify what we have written, and will help us see how others understand what we write.

Writing from Puerto Rico, Madeline :-))

After several weeks of hard work, forgetting I should take a break to keep going with high energy, I find myself extremely tired. I suppose it also has to do with the feeling of finishing a draft that means a lot to my work of the last three years and a half. Also, it probably has to do with the proximity of Spring Break, and the anxiety that grows around the idea of going home after a long period of time.

The next step is revising Ch. 3. I taped my meeting with my advisor, and its transcription will help me touch all the points she addressed. I want my next draft to be as complete as possible! It will probably need more revisions, and that’s OK, but hopefully they won’t be as many as now!!

Then it will be back to Ch. 2 revisions and probably setting a time to defend my proposal. That will be a high point in my journey toward the Ph. D. This degree is in no way the result of my effort alone. My husband and kids (already young adults) have given me the support to continue, day by day. My home institution, back in Puerto Rico, has helped me as well. My professors have encouraged me to do research and learn new things that I know I will continue to use in years to come. My classmates and students have become my family in Gainesville. And there are also other people at UF that are dear to me, that have helped me along the way, and to whom I will always be grateful.

So at this point, it is a matter of pushing my self forward, knowing there is still much more work to do …