In this study we focus on the design of a digital environment aimed at mediating a collective asynchronous mathematical discussion. According to the design-based research approach (Cobb et al., 2003), we discuss the design of a digital environment with respect to students’ participation and collaborative interactions and teacher’s interventions, by referring respectively to a framework to analyse the collaborative processes realised within computer-supported learning environments (Weinberger & Fischer, 2006) and a framework aimed at characterising the teacher’s roles in orchestrating mathematical discussions (Cusi & Malara, 2013). The results of this analysis provided us with significant insights that suggest both elements for a re-design of the digital environment and new directions for further research to be developed on the role of the teacher in orchestrating asynchronous mathematical discussions within digital environments.
Design of asynchronous mathematical discussions on Padlet: Analysis of students’ social modes and teacher’s roles / Gagliani Caputo, Sara; Cusi, Annalisa; Branchetti, Laura. - (2023), pp. 2662-2669. (Intervento presentato al convegno Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) tenutosi a Budapest (Ungary)).
Design of asynchronous mathematical discussions on Padlet: Analysis of students’ social modes and teacher’s roles
Sara Gagliani Caputo
;Annalisa Cusi;
2023
Abstract
In this study we focus on the design of a digital environment aimed at mediating a collective asynchronous mathematical discussion. According to the design-based research approach (Cobb et al., 2003), we discuss the design of a digital environment with respect to students’ participation and collaborative interactions and teacher’s interventions, by referring respectively to a framework to analyse the collaborative processes realised within computer-supported learning environments (Weinberger & Fischer, 2006) and a framework aimed at characterising the teacher’s roles in orchestrating mathematical discussions (Cusi & Malara, 2013). The results of this analysis provided us with significant insights that suggest both elements for a re-design of the digital environment and new directions for further research to be developed on the role of the teacher in orchestrating asynchronous mathematical discussions within digital environments.File | Dimensione | Formato | |
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Gagliani Caputo_Design_2023.pdf
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Gagliani Caputo_copertina-indice_Design_2023.pdf
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