TY - GEN
T1 - Communicating Mathematics During Small Groupwork Through Video-Conferencing Applications
AU - LaRochelle, Raymond
AU - Cirillo, Michelle
AU - Berk, Dawn
N1 - Publisher Copyright:
© 2021, Springer Nature Switzerland AG.
PY - 2021
Y1 - 2021
N2 - The Covid-19-induced closure of schools forced many instructors throughout the world to develop ways to deliver instruction online. Video-conferencing applications became one prominent tool for instructors to continue instruction. We report the perceptions of undergraduate mathematics students and preservice mathematics teachers who interacted in online “workshops.” In the online workshops, students worked on mathematics problems in small groups while preservice teachers supported their work. Two rounds of semi-structured interviews with both groups were conducted, wherein participants compared and contrasted their experiences with in-person and online group work. Analyses revealed three challenges with respect to online communication: (a) limited access to one another’s written mathematical work, (b) limited ability to have one-on-one conversations, and (c) the tendency for students to leave their cameras turned off during the workshops. In particular, we emphasize that the multimodal nature of mathematics requires extra attention to strategies for sharing symbolic, diagrammatic, gestural, and other non-verbal ways of communicating mathematics.
AB - The Covid-19-induced closure of schools forced many instructors throughout the world to develop ways to deliver instruction online. Video-conferencing applications became one prominent tool for instructors to continue instruction. We report the perceptions of undergraduate mathematics students and preservice mathematics teachers who interacted in online “workshops.” In the online workshops, students worked on mathematics problems in small groups while preservice teachers supported their work. Two rounds of semi-structured interviews with both groups were conducted, wherein participants compared and contrasted their experiences with in-person and online group work. Analyses revealed three challenges with respect to online communication: (a) limited access to one another’s written mathematical work, (b) limited ability to have one-on-one conversations, and (c) the tendency for students to leave their cameras turned off during the workshops. In particular, we emphasize that the multimodal nature of mathematics requires extra attention to strategies for sharing symbolic, diagrammatic, gestural, and other non-verbal ways of communicating mathematics.
KW - Active Learning
KW - Discourse
KW - Mathematics
KW - Online Communication
UR - http://www.scopus.com/inward/record.url?scp=85105955604&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85105955604&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-73988-1_21
DO - 10.1007/978-3-030-73988-1_21
M3 - Conference contribution
AN - SCOPUS:85105955604
SN - 9783030739874
T3 - Communications in Computer and Information Science
SP - 279
EP - 286
BT - Technology and Innovation in Learning, Teaching and Education - Second International Conference, TECH-EDU 2020, Proceedings
A2 - Reis, Arsénio
A2 - Barroso, João
A2 - Lopes, J. Bernardino
A2 - Mikropoulos, Tassos
A2 - Fan, Chih-Wen
PB - Springer Science and Business Media Deutschland GmbH
T2 - 2nd International Conference on Technology and Innovation in Learning, Teaching and Education, TECH-EDU 2020
Y2 - 2 December 2020 through 4 December 2020
ER -