Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Extending Interactions through Communicative Technology: Bridging Mathematics Classrooms via Skype

  • Received : 2018.12.01
  • Accepted : 2018.12.22
  • Published : 2018.12.31
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Abstract

This paper describes how communicative technology between two classrooms located in different sociocultural contexts was used to support mathematics instruction. I analyzed what interactions emerged using the communicative technology, how sociocultural differences were leveraged to construct mathematical knowledge, and how students built this knowledge together across urban and rural classrooms. The results show that reciprocal interactions emerged. Teachers co-designed lesson plans and tasks with consideration of the different classroom social contexts. Based on those teachers' interactions, students had opportunities to justify their ideas and to prepare answers before the connected discussions, and a wide spectrum of ideas was synthesized as collaborative knowledge. These findings suggest that communicative technology has the potential to enhance learning opportunities for students across different social contexts.

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Figure 1. Instructional triangle (Cohen et al., 2003, p. 124)

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Figure 2. The scene of bridging mathematics classrooms via Skype

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Figure 3. The general procedure of BMCS

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Figure 5. The student’s worksheet for lesson B

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Figure 6. Two ratio graphs for comparison

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Figure 7. Transformed interactions with Skype

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Figure 4. The selected lessons of BMCS

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