Friday, March 31, 2006
Analyzing Mathematical Conversations
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].
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.
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.
