Group cognition in online collaborative math problem solving

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Title: Group cognition in online collaborative math problem solving
Author(s): Stahl, Gerry
Date: 2005-08
Abstract: This is a case study of online collaboration on an algebra problem. It adapts the methodology of conversation analysis to quasi-synchronous, text-based chat room technology. The analysis is conducted within the context of a design-based research effort, so a primary goal is to identify technological barriers caused by standard chat technology with an eye to designing a more appropriate and supportive online collaborative learning environment. “Group cognition” is a theoretical framework in which cognitive processes are identified as resulting from the dynamic interaction of multiple personal interpretive perspectives within contexts of group discourse and collaboration. The analysis is conducted within a theoretical framework that focuses attention on the small group unit of analysis as the site of problem-solving agency, rather than on cognitive processes of the individual participants. The analysis results in the identification of interactive methods of “doing mathematics” as a group. This, in turn, reflects back on the theoretical framework and refines the notion of group cognition.
Citation: Paper presented at the 11th Biennial Conference of the European Association for Research on Learning and Instruction, EARLI 2005, Nicosia, Cyprus. Retrieved July 19, 2007 from http://www.cis.drexel.edu/faculty/gerry/pub/earli2005.pdf and http://www.cis.drexel.edu/faculty/gerry/pub/earli2005ppt.pdf.
URI: http://hdl.handle.net/1860/1721
In Collections: Drexel Research