Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study

Autor/inn/en	Bayazit, Nermin; Clarke, Pier Angeli Junor; Vidakovic, Draga
Titel	Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study
Quelle	In: International Journal of Distance Education Technologies, 16 (2018) 2, S.18-36, Artikel 2 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
DOI	10.4018/IJDET.2018040102
Schlagwörter	Graduate Study; Persuasive Discourse; Mathematics Instruction; Geometry; Online Courses; Educational Technology; Technology Uses in Education; Secondary School Mathematics; Mathematics Teachers; Computer Mediated Communication; Group Discussion; Summer Programs; Interaction; Group Dynamics; Masters Programs; Grades (Scholastic); Student Participation; Epistemology; Case Studies + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Persuasion; Persuasive Kommunikation; Mathematics lessons; Mathematikunterricht; Geometrie; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Computerkonferenz; Gruppendiskussion; Sommerkurs; Interaktion; Gruppendynamik; Magister course; Magisterstudiengang; Notenspiegel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Erkenntnistheorie; Case study; Fallstudie; Case Study
Abstract	The authors report on three students' argumentative knowledge construction in an asynchronous online graduate level geometry course designed for in-service secondary mathematics (ISM) teachers. Using Weinberger and Fischer's framework, they analyzed the ISM teachers' (a) geometry autobiography and (b) discussion board posts (both comments and attached work including solutions to assigned problems and Geometric Sketchpad explorations) throughout an 8-week summer course. The goal was to better understand the key similarities and differences in the nature of their interaction with each other and the course content that may have contributed to the differences in their knowledge construction. Findings led researchers to re-conceptualize a rubric to (1) assist instructors in facilitating productive interaction among students, (2) prepare students to better utilize the discussion board with a critical eye, and (3) provide specific guidelines for a more productive engagement among students, using the framework as a guide. (As Provided).
Anmerkungen	IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01