Using online collaborative learning spaces in primary mathematics education
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2017
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Melbourne Authors
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Melbourne Graduate School of Education
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Doctorate
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Open Access
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© 2017 Dr. Duncan Symons
Abstract
Research has found that use of digital technologies in Australian primary mathematics classrooms is often superficial and focusses on the lower-order drilling of algorithms and basic facts (Day, 2013). The current Australian Curriculum mandates that technology be utilised to support students to “investigate, create and communicate mathematical ideas and concepts” (ACARA, 2014). The lack of alignment between research-based evidence and these curriculum requirements suggests a disconnect between the intended and expected use of technology within primary mathematics.
In this study 54 year 5 students participated in online collaborative mathematical Problem Solving over a period of 9 weeks. The resultant text-based student-discussion and software derived artefacts (MS Word, Excel files etc) were investigated in an effort to understand how this approach aligns with Australian Curriculum expectations. Next, a Bakhtinian lens is applied to dialogue from the online student discussion as a means to understand the way that students construct and develop their ability to communicate mathematically. An examination of the frequency/ density of technical mathematical vocabulary use and identified examples of Mercer and Wegerif’s (1999) Talk Types is then used as a means to understand how often students within the online environment are likely to be engaged in work that might be considered productive within their learning. Perkins and Murphy’s (2006) Clarification, Inference, Assessment, Strategies (CAIS) model is utilized to gain an understanding of the types of higher Critical Thinking students engaged in when working in the online space. Finally, synthesis and analysis of semi-structured student interviews is offered as a means to understand how the students perceived collaborative mathematical online Problem Solving.
Little research exists investigating primary school students use of online mathematical collaborative Problem Solving. This study shows that not only is this approach to utilising digital technologies in primary mathematics possible, but it offers opportunities for student Problem Solving, Reasoning, Critical Thinking and mathematical language development.
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mathematical problem solving, collaborative, computer supported collaborative learning, reasoning, critical thinking, digital technologies, ICT