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Examining Computer-Mediated Discussions of a Multimedia Case Study of Mathematics Teaching
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, , , Indiana University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The main goal of this paper is to examine how pre-service secondary mathematics teachers, in-service secondary mathematics teachers, mathematicians, and mathematics teacher educators communicated about a multimedia case study through computer mediated communication (CMC). Computer mediated discourse analysis (CMDA) (Herring, 2001) guided the data analysis phase of the investigation. The analysis revealed evidence of individual and group differences with respect to participation in CMC. For example, the average number of messages per day was 2.86 and the average number of words that the participants posted daily was 316.62. These values suggest that the participation rate was relatively high and that the computer-mediated discussion was active. The female participants presented their ideas briefly, and males wrote more. Males appeared to focus on more details, which is an interesting observation because traditionally it is believed that females focus on details more than males.

Citation

Herring, S., Brown, C. & Koc, Y. (2002). Examining Computer-Mediated Discussions of a Multimedia Case Study of Mathematics Teaching. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2039-2043). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

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