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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2024.9
- 수록면
- 335 - 365 (31page)
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Learning mathematics in a student-centered, problem-based classroom requires students to develop mathematical understanding and reasoning collaboratively with others. Despite its critical role in students’ collaborative learning in groups and classrooms, evidence of student thinking has rarely been perceived and utilized as a resource for planning and teaching. This is in part because teachers have limited access to student work in paper-and pencil classrooms. As an alternative approach to making student thinking visible and accessible, a digital collaborative platform embedded with a problem-based middle school mathematics curriculum is developed through an ongoing design-based research project (Edson & Phillips, 2021). Drawing from a subset of data collected for the larger research project, we investigated how students generated mathematical inscriptions during small group work, and how teachers used evidence of students’ solution strategies inscribed on student digital workspaces. Findings show that digital flexibility and mobility allowed students to easily explore different strategies and focus on developing mathematical big ideas, and teachers to foreground student thinking when facilitating whole-class discussions and planning for the next lesson. This study provides insights into understanding mathematics teachers’ interactions with digital curriculum resources in the pursuit of students’ meaningful engagement in making sense of mathematical ideas.
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