Concept-Connecting Online Discussions Encourage Deep Approaches to Learning Mathematics and Improve Course Performance for Women

• In Event: Technology, Instruction, Cognition and Learning SIG: Making Meaning With Technology

Abstract

How students think of mathematics is related to their approach to learning and falls into one of two categories, fragmented or cohesive conceptions of math. This mixed-method study investigated using online discussions to encourage development of cohesive math conceptions in a face-to-face math analysis for business course at a large metropolitan university. Students participated in either concept-connecting (n=71) or context-focused (n=79) online discussions. While students’ conceptions of mathematics in both groups became more cohesive, their surface approaches to learning also significantly increased. However, deep approaches to learning significantly increased only for the concept-connecting group. Women were found to appreciate and find the discussions more useful than men and women in concept-connecting discussions demonstrated higher exam scores and overall course grades.

Authors

• Elizabeth Grulke, University of Colorado - Boulder

• Pasha Antonenko, University of Florida