Promoting Peer-to-Peer Discourse for Collaborative Mathematics in Canadian Grade 7 Classrooms
James Dai, Michael Wu, Troy Wu, Jonathan Cohen, University of British Columbia, Canada
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
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.
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).
© 2002 Association for the Advancement of Computing in Education (AACE)