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Communicating mathematics online: Th...

Martinovic, Dragana.

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Communicating mathematics online: The case of online help.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Communicating mathematics online: The case of online help./
Author:	Martinovic, Dragana.
Description:	222 p.
Notes:	Adviser: Rina Cohen.
Contained By:	Dissertation Abstracts International65-10A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ94292
ISBN:	9780612942929

Communicating mathematics online: The case of online help.
Martinovic, Dragana.

Communicating mathematics online: The case of online help. - 222 p.

Adviser: Rina Cohen.

Thesis (Ph.D.)--University of Toronto (Canada), 2004.

The study showed that users of this service have specific goals, that peer tutors and expert tutors teach differently, and that online expert tutors use tutoring strategies that are specific to this medium.

ISBN: 9780612942929Subjects--Topical Terms:

1017588
Education, Mathematics.

Communicating mathematics online: The case of online help.
LDR:03302nam 2200337 a 45 001 946247
005 20110523
008 110523s2004 ||||||||||||||||| ||eng d
020 $a 9780612942929
035 $a (UMI)AAINQ94292
035 $a AAINQ94292
040 $a UMI $c UMI
100 1 $a Martinovic, Dragana. $3 1269656
245 1 0 $a Communicating mathematics online: The case of online help.
300 $a 222 p.
500 $a Adviser: Rina Cohen.
500 $a Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3769.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2004.
520 $a The study showed that users of this service have specific goals, that peer tutors and expert tutors teach differently, and that online expert tutors use tutoring strategies that are specific to this medium.
520 $a This study found evidence of learning on mathematics online help sites and potential benefits for participants in discursive activities related to mathematics.
520 $a This qualitative and quantitative study intended to define and explore the characteristics of asynchronous online mathematics help environments and look for some evidence that they provide conditions for learning. Data for the study were collected from online contributions on three purposely selected, public mathematics help sites; written reflections of expert tutors; and interviews with them.
520 $a The study looked into the tutorial discourse with the intent to characterize communicative goals, form, cognitive level, hedging and degree of specification of students' questions in mathematics online help; and to distinguish what and how tutors in mathematics online help teach, do they hedge, and how helpful are their answers.
520 $a The students use mathematics online help primarily to request information. The questions on mathematics help sites are mostly homework related with isolated recorded cases of abuse of online help. In a small percentage of questions students provide feedback to tutors or participate in long discussions. Conversely, students ask a substantial number of deep-reasoning questions. This study also found evidence of achieved comprehension in students' messages and satisfaction with the help received on the Web sites.
520 $a Peer tutors are found to be mathematics problem-driven and focused in their answers, as opposed to expert tutors who are following general rules of efficiency and honesty, and who are verbose in their answers. Both students and peer tutors are gracious in their acknowledgements, while experts are more direct in theirs. Expert tutors try to adapt their tutoring strategy to a student by holistically approaching the student's question. When a question lacks enough background information to help them to model a student, experts sometimes provide multiple answers. Expert tutors also use probes to gauge and provoke student's comprehension. They prefer to teach general rules and language of mathematics, and provide hints rather than complete work.
590 $a School code: 0779.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Technology. $3 1017498
690 $a 0280
690 $a 0710
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 65-10A.
790 $a 0779
790 1 0 $a Cohen, Rina, $e advisor
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ94292