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Online Collaborative Learning in Mathematics: Some Necessary Innovations

Online Collaborative Learning in Mathematics: Some Necessary Innovations

Rod Nason, Earl Woodruff
Copyright: © 2004 |Pages: 29
ISBN13: 9781591401742|ISBN10: 1591401747|ISBN13 Softcover: 9781591402275|EISBN13: 9781591401759
DOI: 10.4018/978-1-59140-174-2.ch005
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MLA

Nason, Rod, and Earl Woodruff. "Online Collaborative Learning in Mathematics: Some Necessary Innovations." Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts, IGI Global, 2004, pp. 103-131. https://doi.org/10.4018/978-1-59140-174-2.ch005

APA

Nason, R. & Woodruff, E. (2004). Online Collaborative Learning in Mathematics: Some Necessary Innovations. In T. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 103-131). IGI Global. https://doi.org/10.4018/978-1-59140-174-2.ch005

Chicago

Nason, Rod, and Earl Woodruff. "Online Collaborative Learning in Mathematics: Some Necessary Innovations." In Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts, 103-131. Hershey, PA: IGI Global, 2004. https://doi.org/10.4018/978-1-59140-174-2.ch005

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Abstract

This chapter discusses why computer supported collaborative learning (CSCL) environments have been unsuccessful in facilitating knowledge building in mathematics. It identifies two of the major reasons why this is so and suggests these issues could be overcome by the inclusion of model-eliciting mathematical problems and comprehension modeling tools within CSCL environments. Theoretical frameworks to inform the design of these two types of artifacts are presented. The authors argue that such innovations in the design of CSCL environments are necessary for students to achieve in mathematics the kind of sustained, progressive knowledge building that can now be found in other subject areas.

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