Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/501
Title: 
Authors: 
Keywords: 
Collaboration
Discourse
Meaning-making
Mathematics
Uptakes
Issue Date: 
2007
Citation: 
Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
Abstract: 
Computer Supported Collaborative Learning (CSCL) recently set the trend towards the study of intersubjective meaning-making (Suthers, 2006). This research addresses the processes of meaning-making through paths established from the Collaboration Interaction Model (CIM) (Wee & Looi, 2007), a proposed model used to analyse chat transcripts. Meaning-making paths, as defined by the CIM consist of pivotal contributions that play an important role in shaping the discourse. The selection process of the pivotal contributions is described using the CIM, which plays a significant role in integrating the analysis of the chat transcript. This paper proposes a method to evaluate meaning-making paths as a unit of analysis, building upon the works of conversation analysis, group cognition and uptakes and further defining the process of meaning-making in a discourse. Contribution theory (Suthers, 2005, 2006; Clark & Brennan, 1991) informs how common understanding is achieved between two participants. However analysis based on it alone does not illustrate in the depth the processes leading to this shared understanding. This work also analyzes how participants attempt to interpret contributions and construct mathematical knowledge collaboratively within the premise of meaning-making paths.
URI: 
Appears in Collections:CRPP - Conference Papers

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