Exten ding Interactions through Communica tive Technology: Bridging Mathematics Classrooms via Skype
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This paper describes how communicative technology between two classrooms located in different sociocultural contexts was used to support mathematics instruction. I analyzed what interactions emerged using the communicative technology, how sociocultural differences were leveraged to construct mathematical knowledge, and how students built this knowl edge together across urban and rural classrooms. The results show that reciprocal interactions emerged. Teachers co designed lesson plans and tasks with consideration of the different classroom social contexts. Based on those teachers’ interactions, studen ts had opportunities to justify their ideas and to prepare answers before the connected discussions, and a wide spectrum of ideas was synthesized as collaborative knowledge. These findings suggest that communicative technology has the potential to enhance learning opportunities for students across different social contexts.
Abstract
This paper describes how communicative technology between two classrooms located in different sociocultural contexts was used to support mathematics instruction. I analyzed what interactions emerged using the communicative technology, how sociocultural differences were leveraged to construct mathematical knowledge, and how students built this knowl edge together across urban and rural classrooms. The results show that reciprocal interactions emerged. Teachers co designed lesson plans and tasks with consideration of the different classroom social contexts. Based on those teachers’ interactions, studen ts had opportunities to justify their ideas and to prepare answers before the connected discussions, and a wide spectrum of ideas was synthesized as collaborative knowledge. These findings suggest that communicative technology has the potential to enhance learning opportunities for students across different social contexts.
참고문헌 (21)
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