This study is an exploration of participation, community, and mathematical understanding in an open, online, calculus help forum. These forums, populated by members from around the world, are locations where students post queries from their coursework and receive assistance from volunteer tutors. The site under investigation has a spontaneous participation structure, meaning that any forum member can respond to a query and contribute to an ongoing discussion. From earlier work, we know that such forums foster mathematical dialogue, contain exchanges with sophisticated pedagogical moves, and exhibit a strong sense of community. In this study, we delve deeper into the functional aspects of activity (such as student positioning and pedagogical moves), the benefits that accrue from participation in tutoring as a communal activity, and the mathematical understanding that is evident in the way problems on limit and related rates are framed and solutions constructed.
Based on an observational methodology, we find that the forum provides tutoring for students and support for tutors that is unique from our expectations of other learning environments, such as one-on-one tutoring and computer-based tutoring systems. Students position themselves with authority in the exchanges by making assertions and proposals of action, questioning or challenging others proposals, and indicating when resolution has been achieved. Tutors, who generally have more experience and expertise than students, provide mathematical guidance, and, in exemplary exchanges, draw the student into making a mathematical discovery. The dedication of tutors to the forum community was evident in the presence of authentic, honest mathematical practices, in the generous provision of alternative perspectives on problems, and in the sincere correction of errors. Some student participants picked up on these aspects of community and expressed excitement and appreciation for this taste of mathematical discourse. The primary contribution of the tutors was their assistance in supporting students as they constructed productive framings for the exercises, and this was the help that students were most in need of. As a result of eavesdropping on this public conversation, we conclude that the forums are a public conversation that should be listened to by educational researchers, teachers, and designers of tutoring systems.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-08082008-102241 |
| Date | 08 January 2009 |
| Creators | van de Sande, Carla Currin |
| Contributors | Margaret S. Smith, Francis Carroll, James G. Greeno, David Yaron, Gaea Leinhardt |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-08082008-102241/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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