Supporting students' participation in authentic proof activities in computer supported collaborative learning (CSCL) environment

The article that looked interesting to me was about computer-supported collaborative learning.  I wanted to learn what researchers had to say about using computers to enhance collaborative learning. In my Geometry classes I have incorporated more  computer usage to cover certain topics.  Sometimes I use computers as a discovery tool or as a follow up activity with my classes.  The article I read focused mostly on supporting student proof activities in the classroom.

A few of the specific research questions had to do with reviewing math education and taking advantage of CSCL tools for developing mathematical proof skills.  One of the major forces the article addressed was the perspective of reform documents and multiple computer tools, namely dynamic geometry software.  I would like to spend most of my review of the article on dynamic geometry software. 

The researchers wanted to emphasize students doing the mathematics rather than a mastery of skills.  Too much of the time students memorize items they need for a test, but never understand the what or why behind those items.  Schools have also moved away from making students figure out a proof(s).  Researchers wanted to see if students could learn math in a more proof driven way.  Researchers want to find a way to make proofs meaningful for students. 

Students may not be able to develop a proof from scratch, but they can follow what the investigation has offered as a proof.  One of the most popular dynamic geometry software used in the classroom is called Geometer's Sketchpad (GSP).  This is the application I use most in my classroom with my students. By using software such as, geometer's sketchpad, students can follow, visualize,  and explore a proof.   GSP offers a more accessible way of exploring proofs. Students can move shapes or lines around to come up with the conclusion of the proof.  GSP offers a way to support the discovery method of a proof.  Researchers have also discovered that dynamic software makes the given activity more efficient, but also has more educational value for students.  Software makes it easier for students to express their ideas and conclusions.   CSCL software has been effective in building student knowledge in the classroom.  Even though using this kind of software is highly recommended in the classroom, teachers need to remember that it is still the responsibility of the teacher to explain the concept to their students. 

The use of CSCL software will give students the ability to do more complex tasks.     Students should also have a higher success rate of learning a meaningful proof by using CSCL software activities. 



You can find the article at http://ijcscl.org/?go=contents&volume=3&issue=3



Oner, DIler. Supporting students' participation in authentic proof activities in computer supported collaborative learning (CSCL) environments. 4 vols. New York: Springer New York, 2008.