An Analysis of Knowledge Building Activities in Mathematics Using Microgenesis Theory

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Stoilescu, D. (2009). An Analysis of Knowledge Building Activities in Mathematics Using Microgenesis Theory. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 2007-2010). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32758.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
Vancouver, Canada
October 26, 2009
ISBN 1-880094-76-2
  Theo Bastiaens, Jon Dron & Cindy Xin
AACE

More Information on ELEARN
Table of Contents

Author

Dorian Stoilescu, University of Toronto, Canada

Abstract

Abstract: Research shows strong evidence about improving mathematics classrooms activities by using knowledge building pedagogies. However, little research in knowledge building was done in order to provide details about how students’ contributions evolve over time. The purpose of this study is to reveal insights about how students learning mathematics are developing skills and knowledge by using the microgenesis theory. Also, it tried to discover what the major contributions are and what their impacts for the classrooms are. The current study was designed for two elementary math classrooms in Toronto with an enriched technological environment, familiar with knowledge building pedagogies, focusing on detecting and explaining types of contributions that students produce in classrooms. As methodological framework, this study uses a mixed method design consisting in a case study in which contributions are studies from two theoretical perspectives: microgenesis (Grannot & Parziale, 2002) and social network analysis (Wasserman & Faust 1994).

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