Designing an Online Video-Based Environment for Promoting Mathematical Argumentation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/in	Lin, Ho-Chieh
Titel	Designing an Online Video-Based Environment for Promoting Mathematical Argumentation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Online Courses; Mathematics Instruction; Video Technology; Peer Teaching; Discussion (Teaching Technique); Distance Education; Elementary School Students; Persuasive Discourse; Grade 5; Grade 6 + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Mathematics lessons; Mathematikunterricht; Peer group teaching; Peer Group Teaching; Distance study; Distance learning; Fernunterricht; Persuasion; Persuasive Kommunikation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	During the past two years, the COVID-19 pandemic has forced teachers to shift their instruction online, further exacerbating the challenges for teachers in orchestrating rich mathematics discussions. To tackle this issue, this study explored an approach that integrates online video-sharing culture (e.g., YouTube) into mathematical practices. Specifically, I designed an environment to engage children in creating and sharing mathematics how-to videos online for subsequent peer discussions. Guided by design research principles, I recruited four upper elementary children in the United States. The analysis of this qualitative study showed that the environment created offered unique opportunities for the children to communicate their ideas in a multimodal way and engage in mathematical argumentation. The findings provide insights into how an online environment can be designed to reshape children's argumentative discourse. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01