Group chat facilitates remote collaboration and idea exchanges. With the widespread use of group chat for productive information exchanges, it becomes dicult for members of groups to keep up and stay grounded during the long stream of conversation that is generated. I conducted a need-finding study where I simulated group chat conversations in the context of collaboration to learn about issues and behaviors in a group chat when the size of the group chat is 5 or 10. The study participants also filled out a survey post the group chat, describing their challenges and issues with the group chat. A grounded theory approach analyses of the data collected, and the chat conversation gave us several themes. Our results show that participants generally felt that there were too many messages. A majority of the participants found it was hard to keep track of what was happening. Information overload is a significant challenge that creates several other challenges for the participants, such as missed messages, redundant messages, wasted e↵orts, and diculty in gathering consensus. I observed some behaviors such as broken utterances and other strategies employed by participants when overwhelmed with the high activity. I use this knowledge to motivate recommendations and suggestions for future redesigns and development of this indispensable tool of the workforce / Master of Science / Group chat facilitates remote collaboration, idea exchanges. It becomes dicult for members of groups to keep up and remain on the same page during long conversations. I conducted experiments where I simulated collaborative group chat conversations to learn about issues and behaviors in a group chat with 5 or 10 members. The experiment participants also filled out a survey after the group chat, describing their challenges and issues with the group chat. Qualitative analyses of the survey data, and the chat conversation gave us several insights. Our results show that participants generally felt that there were too many messages. A ma- jority of the participants found it was hard to keep track of what was happening. Information overload is a significant challenge that creates several other problems for the participants, such as missed messages, repeated messages, wasted e↵orts, and diculty in obtaining agree- ment. I observed some behaviors and strategies used by the participants when overwhelmed with too many messages. I use this knowledge to motivate recommendations and suggestions for future redesigns and development of this indispensable tool of the workforce.

Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema & Romberg, 1999; National Council of Teachers of Mathematics, 2000). Hiebert et al. (1997) discussed two processes that they suggested increase understanding and that are central to this study: reflection and communication. Learning mathematics with understanding requires that the students create a deeper knowledge of mathematics through reflection and communication. The environment in which such learning can take place must include patterns of behavior, known as social norms that promote deeper thinking. When the social norms encourage reflection and communication among the members of the classroom community, or supports learning with understanding, it becomes what I term a productive discourse community. The purpose of this study is to find out what a teacher does to create and maintain a productive discourse community where students can reason and learn with understanding. To accomplish this purpose, this research asks the following question: In what ways does the teacher in the study direct mathematical discourse in order to facilitate understanding? To answer this research question, data was gathered from eight class periods. The classroom discourse was analyzed and six discourse generating tools were found to be used by the teacher: (1) using lower-order questions to engage students, (2) persisting in eliciting students' reasoning, (3) encouraging as many student participations as possible, (4) encouraging students to analyze and evaluate each other's comments, (5) encouraging students to share as many strategies as possible and (6) using a focusing discourse pattern. There were also three social norms found to be established in the classroom at the time of the data collection. These norms are: all students are expected to (a) participate (b) share their reasoning when called upon, and (c) listen to, analyze, and evaluate each other's comments. Through further analysis, it was found that the six discourse generating tools reinforced the social norms, while the social norms supported the six discourse generating tools. Thus creating an environment where reflection and communication occurred in a way that promoted learning mathematics with understanding.