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Supporting Online Collaborative Mathematical Exploration: Studying the Development of Collective Knowledge within Math-Towers

Supporting Online Collaborative Mathematical Exploration: Studying the Development of Collective Knowledge within Math-Towers

Geoffrey Roulet
Copyright: © 2011 |Volume: 3 |Issue: 2 |Pages: 10
ISSN: 1937-9633|EISSN: 1937-9641|EISBN13: 9781613506660|DOI: 10.4018/jea.2011040104
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MLA

Roulet, Geoffrey. "Supporting Online Collaborative Mathematical Exploration: Studying the Development of Collective Knowledge within Math-Towers." IJEA vol.3, no.2 2011: pp.27-36. http://doi.org/10.4018/jea.2011040104

APA

Roulet, G. (2011). Supporting Online Collaborative Mathematical Exploration: Studying the Development of Collective Knowledge within Math-Towers. International Journal of E-Adoption (IJEA), 3(2), 27-36. http://doi.org/10.4018/jea.2011040104

Chicago

Roulet, Geoffrey. "Supporting Online Collaborative Mathematical Exploration: Studying the Development of Collective Knowledge within Math-Towers," International Journal of E-Adoption (IJEA) 3, no.2: 27-36. http://doi.org/10.4018/jea.2011040104

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Abstract

Math-Towers is a collaborative mathematics environment for pupils in grades 7 to 9. Using a fantasy adventure game context, students are presented with a mathematical challenge, given online tools for working on the problem, and provided with a messaging system by which they may exchange ideas and partial solutions. This paper presents the philosophy behind the design of Math-Towers and, using a complexity science framework, explores the extent to which it has been successful in meeting goals. The technical and social problems encountered and revisions made to address these are also described.

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