Bags and Cubes: Collaborating in a Self-Study of Teaching Algebraic Equations Online

• In Event: Reframing Teaching and Learning: A Self-Study of Teacher Educators Developing Constructivist Models of Online Practice

Abstract

Goals:
• To document the collaboration between the a director of online education and a member of math faculty in learning to create a professional development online learning venue entitled "Math Place". One partner had deep knowledge of mathematics and of teacher education. The second partner had a deep knowledge of technology skills.
• To identify specific online practices that can extend adults’ understanding of math concepts

Theoretical Perspectives.
This study draws on research on the literature of both self-study and collaborative learning in higher education (Putnam & Borko, 2000; Rogoff, 1990 ). Shifting attention from learning as an individual process, this literature focuses on the interactions of the people in a common environment as major determinants of learning. It suggests that working together with colleagues in systematic ways pushes at the boundaries of their learning when they are members of a “community of learners” (Rogoff 1990, 1994).

Methodology/ Data Sources
This research is comprised of qualitative methodology. Data sources include meeting notes of the Online Research Group, feedback from participants in the sessions, and close analysis of the video data digitally preserved fromsessions of the “Math Place”.

Overview
This work has shown that digital manipulatives are easy to share online, and that they help to promote deep mathematical understandings. Students learn math by doing math together and can do so online. They construct their own understanding through problem solving, using mathematical tools, and engaging in dialogue in online collaborative groups. The online environment can promote community and support deep connections between live discussion, tools, and students’ written comments.


Significance:
This work documents the possibility of providing
online learning opportunities that are constructivist and interactive. It demonstrates how with proper support teacher education faculty can learn to work in the online venue in ways that provide important learning for all participants.

References
Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher 29(1), 4-15.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity: An International Journal 1 (4) 209-229.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.

Authors

• Steven Goss, Bank Street College of Education

• Barbara Dubitsky, Bank Street College of Education