WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER

Orit Broza; Yifat Ben David Kolikant

WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Researchers traced the learning processes of 26 low-achieving students studying subtraction of decimal numbers, as they worked in small groups within a rich learning environment involving a computerized game, play money, peer interactions and teacher mediation. Data sources were videotaped sessions, worksheets, observations, and pre-and post-program teacher evaluations. Results indicate that low achieving students can build new significant knowledge, to participate in a reflective mathematical discourse, and benefit from it. Yet, the setting of computer games with an attentive peer served a fertile platform for strategies to emerge and consolidate..

Original language	English
Title of host publication	Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021
Editors	Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Pages	105-112
Number of pages	8
State	Published - 2021
Externally published	Yes
Event	44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 - Virtual, Online Duration: 19 Jul 2021 → 22 Jul 2021

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	2

Conference

Conference	44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021
City	Virtual, Online
Period	19/07/21 → 22/07/21

All Science Journal Classification (ASJC) codes

Mathematics (miscellaneous)
Developmental and Educational Psychology
Experimental and Cognitive Psychology
Education

Cite this

Broza, O., & Kolikant, Y. B. D. (2021). WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021 (pp. 105-112). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2).

Broza, Orit ; Kolikant, Yifat Ben David. / WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE : THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER. Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. editor / Maitree Inprasitha ; Narumon Changsri ; Nisakorn Boonsena. 2021. pp. 105-112 (Proceedings of the International Group for the Psychology of Mathematics Education).

@inproceedings{d21e2f79fa7f4060b8286831e30721b4,

title = "WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER",

abstract = "Researchers traced the learning processes of 26 low-achieving students studying subtraction of decimal numbers, as they worked in small groups within a rich learning environment involving a computerized game, play money, peer interactions and teacher mediation. Data sources were videotaped sessions, worksheets, observations, and pre-and post-program teacher evaluations. Results indicate that low achieving students can build new significant knowledge, to participate in a reflective mathematical discourse, and benefit from it. Yet, the setting of computer games with an attentive peer served a fertile platform for strategies to emerge and consolidate..",

author = "Orit Broza and Kolikant, {Yifat Ben David}",

note = "Publisher Copyright: {\textcopyright} 2021, Psychology of Mathematics Education (PME). All rights reserved.; 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 ; Conference date: 19-07-2021 Through 22-07-2021",

year = "2021",

language = "الإنجليزيّة",

isbn = "9786169383017",

series = "Proceedings of the International Group for the Psychology of Mathematics Education",

pages = "105--112",

editor = "Maitree Inprasitha and Narumon Changsri and Nisakorn Boonsena",

booktitle = "Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021",

}

Broza, O & Kolikant, YBD 2021, WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER. in M Inprasitha, N Changsri & N Boonsena (eds), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 2, pp. 105-112, 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021, Virtual, Online, 19/07/21.

WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER. / Broza, Orit; Kolikant, Yifat Ben David.
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. ed. / Maitree Inprasitha; Narumon Changsri; Nisakorn Boonsena. 2021. p. 105-112 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE

T2 - 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021

AU - Broza, Orit

AU - Kolikant, Yifat Ben David

PY - 2021

Y1 - 2021

N2 - Researchers traced the learning processes of 26 low-achieving students studying subtraction of decimal numbers, as they worked in small groups within a rich learning environment involving a computerized game, play money, peer interactions and teacher mediation. Data sources were videotaped sessions, worksheets, observations, and pre-and post-program teacher evaluations. Results indicate that low achieving students can build new significant knowledge, to participate in a reflective mathematical discourse, and benefit from it. Yet, the setting of computer games with an attentive peer served a fertile platform for strategies to emerge and consolidate..

AB - Researchers traced the learning processes of 26 low-achieving students studying subtraction of decimal numbers, as they worked in small groups within a rich learning environment involving a computerized game, play money, peer interactions and teacher mediation. Data sources were videotaped sessions, worksheets, observations, and pre-and post-program teacher evaluations. Results indicate that low achieving students can build new significant knowledge, to participate in a reflective mathematical discourse, and benefit from it. Yet, the setting of computer games with an attentive peer served a fertile platform for strategies to emerge and consolidate..

UR - http://www.scopus.com/inward/record.url?scp=85180634619&partnerID=8YFLogxK

M3 - منشور من مؤتمر

SN - 9786169383017

T3 - Proceedings of the International Group for the Psychology of Mathematics Education

SP - 105

EP - 112

BT - Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021

A2 - Inprasitha, Maitree

A2 - Changsri, Narumon

A2 - Boonsena, Nisakorn

Y2 - 19 July 2021 through 22 July 2021

ER -

Broza O, Kolikant YBD. WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER. In Inprasitha M, Changsri N, Boonsena N, editors, Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. 2021. p. 105-112. (Proceedings of the International Group for the Psychology of Mathematics Education).

WHEN TEACHER-STUDENT DISCOURSE REACH IMPASSE: THE ROLE OF COMPUTER GAME AND ATTENTIVE PEER

Abstract

Publication series

Conference

All Science Journal Classification (ASJC) codes

Other files and links

Fingerprint

Cite this