Constructing dynamic triangles together : the development of mathematical group cognition / Gerry Stahl, Drexel University.
Material type:![Text](/opac-tmpl/lib/famfamfam/BK.png)
- text
- computer
- online resource
- 9781316449738
- 1316449734
- 9781316422755
- 1316422755
- 1316448878
- 9781316448878
- Geometry -- Study and teaching (Middle school)
- Middle school education
- Middle school students
- Mathematical ability
- Géométrie -- Étude et enseignement (École moyenne)
- Enseignement moyen
- Élèves d'école moyenne
- Aptitude pour les mathématiques
- MATHEMATICS -- Geometry -- General
- Geometry -- Study and teaching (Middle school)
- Mathematical ability
- Middle school education
- Middle school students
- 516.0071/2 23
- QA461 .S73 2016eb
Item type | Home library | Collection | Call number | Materials specified | Status | Date due | Barcode | |
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OPJGU Sonepat- Campus | E-Books EBSCO | Available |
Includes bibliographical references and index.
Introduction to the analysis -- Researching mathematical cognition -- Analyzing development of group cognition -- Session 1: the team develops collaboration practices -- Session 2: the team develops draggin practices -- Session 3: the team develops construction practices -- Session 4: the team develops tool usage practices -- Session 5: the team identifies dependencies -- Session 6: the team constructs dependencies -- Session 7: the team uses transformation tools -- Session 8: the team develops mathematical discourse and action practices -- Contributions to a theory of mathematical group cognition -- Constructing mathematical group cognition.
Print version record.
Rational thinking as exemplified in mathematical cognition is immensely important in the modern world. This book documents how a group of three eighth-grade girls developed specific group practices typical of such thinking in an online educational experience. A longitudinal case study tracks the team through eight hour-long sessions, following the students' meaning-making processes through their mutual chat responses preserved in computer logs coordinated with their geometric actions. The examination of data focuses on key areas of the team's development: its effective team collaboration, its productive mathematical discourse, its enacted use of dynamic-geometry tools, and its ability to identify and construct dynamic-geometry dependencies. This detailed study of group cognition serves as a paradigmatic example of computer-supported collaborative learning, incorporating a unique model of human-computer interaction analysis applied to the use of innovative educational technology. A valuable resource for researchers, instructors, and students alike, it offers concrete suggestions for improving educational practice.
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