You are here:

Promoting Peer-to-Peer Discourse for Collaborative Mathematics in Canadian Grade 7 Classrooms
PROCEEDINGS

, , , , University of British Columbia, Canada

AACE Award

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Whereas traditional research on collaborative educational systems has primarily focused on how to define better modes of digital interaction, this approach is found lacking when applied to developing collaborative systems for elementary school aged children. It is creatively and collaboratively restrictive to filter the enthusiastic interactions of these excited 12-year-old children through progressively more complicated GUIs. Current E-GEMS research examines design factors of educational systems that recognize and facilitate the social context of the classroom and hopes to encourage peer-to-peer social discussion. By correlating observed interactions in the digital domain with those in the social domain, we hope to shed light on design factors of collaborative systems that can be an integral and exciting part of a child's mathematical education. This paper describes PrimeClimb as the vessel of E-GEMS research into socially engaging design factors.

Citation

Dai, J., Wu, M., Wu, T. & Cohen, J. (2002). Promoting Peer-to-Peer Discourse for Collaborative Mathematics in Canadian Grade 7 Classrooms. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 325-326). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 7, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References