Welcome to the InfoSci Platform
Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study

Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study

Nermin Bayazit, Pier Angeli Junor Clarke, Draga Vidakovic
Copyright: © 2018 |Volume: 16 |Issue: 2 |Pages: 19
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522542414|DOI: 10.4018/IJDET.2018040102
Cite Article Cite Article

MLA

Bayazit, Nermin, et al. "Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study." IJDET vol.16, no.2 2018: pp.18-36. http://doi.org/10.4018/IJDET.2018040102

APA

Bayazit, N., Clarke, P. A., & Vidakovic, D. (2018). Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study. International Journal of Distance Education Technologies (IJDET), 16(2), 18-36. http://doi.org/10.4018/IJDET.2018040102

Chicago

Bayazit, Nermin, Pier Angeli Junor Clarke, and Draga Vidakovic. "Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study," International Journal of Distance Education Technologies (IJDET) 16, no.2: 18-36. http://doi.org/10.4018/IJDET.2018040102

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The authors report on three students' argumentative knowledge construction in an asynchronous online graduate level geometry course designed for in-service secondary mathematics (ISM) teachers. Using Weinberger and Fischer's framework, they analyzed the ISM teachers' a) geometry autobiography and b) discussion board posts (both comments and attached work including solutions to assigned problems and Geometric Sketchpad explorations) throughout an 8-week summer course. The goal was to better understand the key similarities and differences in the nature of their interaction with each other and the course content that may have contributed to the differences in their knowledge construction. Findings led researchers to re-conceptualize a rubric to (1) assist instructors in facilitating productive interaction among students, (2) prepare students to better utilize the discussion board with a critical eye, and (3) provide specific guidelines for a more productive engagement among students, using the framework as a guide.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.