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SUSTAINING GROUP COGNITION IN A MATH CHAT ENVIRONMENT

GERRY STAHL

College of Information Science & Technology, Drexel University, Philadelphia, PA 19104, USA

https://doi.org/10.1142/S1793206806000068Cited by:16 (Source: Crossref)

Abstract

Learning takes place over long periods of time that are hard to study directly. Even the learning experience involved in solving a challenging math problem in a collaborative online setting can be spread across hundreds of brief postings during an hour or more. Such long-term interactions are constructed out of posting-level interactions, such as the strategic proposition of a next step. This paper identifies a pattern of exchange of postings that it terms math proposal adjacency pair, and describes its characteristics. Drawing on the methodology of conversation analysis, the paper adapts this approach to investigating mathematical problem-solving communication and to the computer-mediated circumstances of online chat. Math proposals and other interaction methods constitute the collaborative group as a working group, give direction to its problem solving and help to sustain its shared meaning making or group cognition. Groups sustain their online social and intellectual work by building up longer sequences of math proposals, other adjacency pairs and a variety of interaction methods. Experiences of collaboration and products of group cognition emerge over time.

Keywords:

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