Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity
Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity
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通过计算机支持的协作学习培养数学论证技能：交互性的作用
DOI：
10.1007/s11251-016-9380-2
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发表时间：
2016
影响因子：
2.5
通讯作者：
Fischer
中科院分区：
文献类型：
--
作者：
Kollar;Reichersdorfer;Fischer
协作脚本和启发式实例是培养大学新生数学论证能力的有效手段。然而，哪种协作学习过程对这些影响负责尚不清楚。如果合作者以辩证的方式提及彼此的贡献（辩证交互），学习者可能会从合作中获得最大的收益。学习者也可以通过对话的方式提及彼此的贡献（对话互动）。或者，学习者可能根本不参考彼此的贡献，但仍然构建知识（建设性活动）。本文调查了学习者或学习伙伴产生的建设性活动、对话互动和辩证法互动在多大程度上可以解释协作脚本和启发式工作示例对学习者使用论证技巧倾向的积极影响。采用因子协作脚本和启发式例题对101名数学教师学生进行了2 × 2实验。结果表明，学习者参与自我生成的辩证法互动（即，通过批评和/或整合学习伙伴的贡献，以辩论的方式回应学习伙伴的贡献）介导了这两种框架对他们使用辩论技巧的倾向的影响，而伙伴生成的辩证法互动或任何其他测量的协作学习活动则没有。为了支持在数学中使用论证技巧的倾向，学习环境的设计应该帮助学习者展示辩证法的交互性。未来的研究应该探讨学习者如何更好地从他们的学习伙伴产生的辩证互动中受益。
Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen’s mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners presumably will gain the most out of collaboration if the collaborators refer to each other’s contributions in a dialectic way (dialectic transactivity). Learners also may refer to each other’s contributions in a dialogic way (dialogic transactivity). Alternatively, learners may not refer to each other’s contributions at all, but still construct knowledge (constructive activities). This article investigates the extent to which constructive activities, dialogic transactivity, and dialectic transactivity generated by either the learner or the learning partner can explain the positive effects of collaboration scripts and heuristic worked examples on the learners’ disposition to use argumentation skills. We conducted a 2 × 2 experiment with the factors collaboration script and heuristic worked examples withN= 101 math teacher students. Results showed that the learners’ engagement in self-generated dialectic transactivity (i.e., responding to the learning partner’s contribution in an argumentative way by critiquing and/or integrating their learning partner’s contributions) mediated the effects of both scaffolds on their disposition to use argumentation skills, whereas partner-generated dialectic transactivity or any other measured collaborative learning activity did not. To support the disposition to use argumentation skills in mathematics, learning environments should thus be designed in a way to help learners display dialectic transactivity. Future research should investigate how learners might better benefit from the dialectic transactivity generated by their learning partners.
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DOI：
10.1007/s11412-010-9100-x
发表时间：
2011
影响因子：
4.3
作者：
B. Schwarz;Y. Schur;Haim Pensso;N. Tayer
通讯作者：
N. Tayer
与合作伙伴的知识相互依赖、相互知识模型的准确性和计算机支持的协作学习
影响因子：
3
作者：
Gaëlle Molinari;Mirweis Sangin;P. Dillenbourg;Marc
通讯作者：
Marc
影响因子：
--
作者：
A. King
通讯作者：
A. King
协作脚本和启发式工作实例对不同成绩水平师生数学论证技能习得的影响
影响因子：
6.2
作者：
Kollar;Reichersdorfer;Fischer
通讯作者：
Fischer
影响因子：
2.5
作者：
Choi, I;Land, SM;Turgeon, AJ
通讯作者：
Turgeon, AJ