Under Construction: Developing Mathematical Processes and Discourse Through Dialogue in Computer Supported Collaborative Learning Environments
Year: 2018
Type: dissertation
Abstract: This study investigates the use of Google Classroom as a tool for teachers of students aged 10-12 years old in facilitating and developing mathematics activity and to investigate how Google Classroom can increase engagement for their mathematics students. Qualitative data were collected in the form of pre- and post- meetings, semi-structured interviews, video and audio-recordings in person and on the phone, student and teacher work samples. Quantitative data were collected in the form of front loading a Google form listing the semi-structured interview questions to all participants prior to the interview. The eight major findings are: (1) Creating a safe and respectful environment and classroom community is a critical component for fostering mathematics activity in Google Classroom; (2) Posting student voice publicly on Google Classroom may be a powerful tool that increases student engagement; (3) Teachers in this study develop mathematical activity online in Google Classroom with different frequencies due to their background experience and comfort level; (4) Designing purposeful tasks online with Google Classroom that engage students in mathematics activity is difficult for some teachers; (5) Teachers who lack self-efficacy in teaching mathematics may rely on Google Classroom to present curriculum and to answer questions from their students or parents because the asynchronous nature affords a delay in response; (6) Google Classroom is most often used by teachers in this study to communicate with parents about students and to communicate mathematics homework; (7) Teachers may be able to calm parent anxieties about student learning by providing online mathematics resources through Google Classroom; and (8) Providing parents with access to online mathematics resources on Google Classroom has the potential to increase parent engagement in mathematics. Implications from this study suggest that teachers use Google Classroom to develop discourse and mathematical processes, but their overall background knowledge in mathematics and comfort level with technology dictates how it is used. Teachers can increase student engagement in mathematics by providing course content and additional resources to parents through the use of Google Classroom. Suggestions for areas for further research are included at the end of the study.
Source: TSpace (University of Toronto)
Author: Stephanie Sadownik
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3088937254