Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement
Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The Canadian Network for Innovation in Education (CNIE)
2010-12-01
|
| Series: | Canadian Journal of Learning and Technology |
| Online Access: | http://www.cjlt.ca/index.php/cjlt/article/view/26368 |
| _version_ | 1811323514234339328 |
|---|---|
| author | Joan Moss Ruth Beatty |
| author_facet | Joan Moss Ruth Beatty |
| author_sort | Joan Moss |
| collection | DOAJ |
| description | Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices that fostered deep understanding and broad participation. Students used the online Knowledge Building environment Knowledge Forum® to conduct their work and we illustrate how Knowledge Forum supported a Knowledge Building culture for mathematical learning and problem solving. Analyses of participation patterns and note content revealed practices consistent with Knowledge Building principles, specifically democratization of knowledge, with students at all achievement levels participating, and epistemic agency, with students providing evidence and justification for conjectures and generating multiple solutions to challenging problems. |
| first_indexed | 2024-04-13T13:55:18Z |
| format | Article |
| id | doaj.art-3bff09b3d0ba499ab165888534684ce7 |
| institution | Directory Open Access Journal |
| issn | 1499-6677 1499-6685 |
| language | English |
| last_indexed | 2024-04-13T13:55:18Z |
| publishDate | 2010-12-01 |
| publisher | The Canadian Network for Innovation in Education (CNIE) |
| record_format | Article |
| series | Canadian Journal of Learning and Technology |
| spelling | doaj.art-3bff09b3d0ba499ab165888534684ce72022-12-22T02:44:12ZengThe Canadian Network for Innovation in Education (CNIE)Canadian Journal of Learning and Technology1499-66771499-66852010-12-0136110.21432/T24G6B17969Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and EngagementJoan Moss0Ruth Beatty1University of TorontoLakehead UniversityThree classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices that fostered deep understanding and broad participation. Students used the online Knowledge Building environment Knowledge Forum® to conduct their work and we illustrate how Knowledge Forum supported a Knowledge Building culture for mathematical learning and problem solving. Analyses of participation patterns and note content revealed practices consistent with Knowledge Building principles, specifically democratization of knowledge, with students at all achievement levels participating, and epistemic agency, with students providing evidence and justification for conjectures and generating multiple solutions to challenging problems.http://www.cjlt.ca/index.php/cjlt/article/view/26368 |
| spellingShingle | Joan Moss Ruth Beatty Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement Canadian Journal of Learning and Technology |
| title | Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement |
| title_full | Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement |
| title_fullStr | Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement |
| title_full_unstemmed | Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement |
| title_short | Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement |
| title_sort | knowledge building and mathematics shifting the responsibility for knowledge advancement and engagement |
| url | http://www.cjlt.ca/index.php/cjlt/article/view/26368 |
| work_keys_str_mv | AT joanmoss knowledgebuildingandmathematicsshiftingtheresponsibilityforknowledgeadvancementandengagement AT ruthbeatty knowledgebuildingandmathematicsshiftingtheresponsibilityforknowledgeadvancementandengagement |