Nermin Bayazit, P. J. Clarke, D. Vidakovic
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引用次数: 0
Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study
Theauthorsreportonthreestudents’argumentativeknowledgeconstructioninanasynchronousonline graduatelevelgeometrycoursedesignedforin-servicesecondarymathematics(ISM)teachers.Using WeinbergerandFischer’sframework,theyanalyzedtheISMteachers’a)geometryautobiography andb)discussionboardposts(bothcommentsandattachedworkincludingsolutionstoassigned problemsandGeometricSketchpadexplorations)throughoutan8-weeksummercourse.Thegoal wastobetterunderstandthekeysimilaritiesanddifferencesinthenatureoftheirinteractionwith eachotherandthecoursecontentthatmayhavecontributedtothedifferencesintheirknowledge construction.Findingsledresearcherstore-conceptualizearubricto(1)assistinstructorsinfacilitating productiveinteractionamongstudents,(2)preparestudentstobetterutilizethediscussionboardwith acriticaleye,and(3)providespecificguidelinesforamoreproductiveengagementamongstudents, usingtheframeworkasaguide. KEywORDS Argumentative Knowledge Construction, Asynchronous, Discussion Board, Mathematics Teaching, Online Instruction
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