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Facebook as an Educational Environment for Mathematics Learning

Facebook as an Educational Environment for Mathematics Learning

Nimer Baya'a, Wajeeh Daher
Copyright: © 2015 |Pages: 20
ISBN13: 9781466673632|ISBN10: 146667363X|EISBN13: 9781466673649
DOI: 10.4018/978-1-4666-7363-2.ch022
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MLA

Baya'a, Nimer, and Wajeeh Daher. "Facebook as an Educational Environment for Mathematics Learning." STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 406-425. https://doi.org/10.4018/978-1-4666-7363-2.ch022

APA

Baya'a, N. & Daher, W. (2015). Facebook as an Educational Environment for Mathematics Learning. In I. Management Association (Ed.), STEM Education: Concepts, Methodologies, Tools, and Applications (pp. 406-425). IGI Global. https://doi.org/10.4018/978-1-4666-7363-2.ch022

Chicago

Baya'a, Nimer, and Wajeeh Daher. "Facebook as an Educational Environment for Mathematics Learning." In STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 406-425. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7363-2.ch022

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Abstract

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

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