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An Analysis of Knowledge Building Activities in Mathematics Using Microgenesis Theory
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, University of Toronto, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

Abstract: Research shows strong evidence about improving mathematics classrooms activities by using knowledge building pedagogies. However, little research in knowledge building was done in order to provide details about how students’ contributions evolve over time. The purpose of this study is to reveal insights about how students learning mathematics are developing skills and knowledge by using the microgenesis theory. Also, it tried to discover what the major contributions are and what their impacts for the classrooms are. The current study was designed for two elementary math classrooms in Toronto with an enriched technological environment, familiar with knowledge building pedagogies, focusing on detecting and explaining types of contributions that students produce in classrooms. As methodological framework, this study uses a mixed method design consisting in a case study in which contributions are studies from two theoretical perspectives: microgenesis (Grannot & Parziale, 2002) and social network analysis (Wasserman & Faust 1994).

Citation

Stoilescu, D. (2009). An Analysis of Knowledge Building Activities in Mathematics Using Microgenesis Theory. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2007-2010). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 28, 2023 from .

© 2009 Association for the Advancement of Computing in Education (AACE)

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References

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