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International Journal of Computer-Supported Collaborative Learning
Erschienen in: International Journal of Computer-Supported Collaborative Learning 1/2013

01.03.2013

Recalibrating reference within a dual-space interaction environment

verfasst von: Alan Zemel, Timothy Koschmann

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 1/2013

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Abstract

In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We have examined in detail, the sequential work these students do to constitute and specify ‘the problem’ on which they are working in the ways they produce whiteboard objects and text postings. Solutions emerge as students come to understand the problem on which they are working. This understanding is achieved through gradual respecification of the math problem on which they are working.
Vorheriger Artikel Student sensemaking with science diagrams in a computer-based setting
Nächster Artikel On the bridge to learn: Analysing the social organization of nautical instruction in a ship simulator

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Fußnoten
1
“Indexicals are sometimes defined simply as expressions that change their reference from one context to the next” (Nunberg 1993, p. 2).
 
2
Transcripts of the text postings for Teams B and C are available in Appendix 1 and 2, respectively.
 
3
Garfinkel et al. refer to these as “object[s]-of-sorts with neither demonstrable sense nor reference” (1981, p. 135).
 
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Metadaten
Titel
Recalibrating reference within a dual-space interaction environment
verfasst von
Alan Zemel
Timothy Koschmann
Publikationsdatum
01.03.2013
Verlag
Springer US
Erschienen in
International Journal of Computer-Supported Collaborative Learning / Ausgabe 1/2013
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI
https://doi.org/10.1007/s11412-013-9164-5

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