Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics
- Autores
- Sgreccia, Natalia Fátima
- Año de publicación
- 2012
- Idioma
- inglés
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- This paper analyses the temporal distribution of the asynchronous interventions made by a group of seven trainee mathematics teachers during online collaborative work carried out for two months in mid-2011. As part of the Residence subject within the degree in training mathematics teachers at the National University of Rosario (Argentina), students have to prepare a report giving details of their experience of observing mathematics classes during first-semester courses on engineering degrees (or similar) and also correct their partners´ work. A set of weekly activities was drawn up to organise the task for the Residence subject. The space used was Google Docs, whose features include access to the history of revisions made to each document, including the date, time and person working on a particular report. We used this history of revisions to analyse students´ time management at four levels and tried to characterise the degree of systematisation in the process of developing their own work and peer correction. From the results, we can conclude that this systematisation was achieved for the group overall. But there was no correspondence between what was actually done and the set weekly activities, because the interventions were concentrated in the last two weeks of the experience. One way of improving this lack of correspondence would be to get the Residence teachers and trainee mathematics teachers together at the start of the task week to prepare the set of weekly activities.
Fil: Sgreccia, Natalia Fátima. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario; Argentina. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; Argentina - Materia
-
COLLABORATIVE LEARNING
ONLINE ASYNCHRONOUS INTERVENTIONS
STUDENTS' TIME MANAGEMENT
TRAINEE MATHAMATICS TEACHERS - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
- Repositorio
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/271104
Ver los metadatos del registro completo
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Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematicsSgreccia, Natalia FátimaCOLLABORATIVE LEARNINGONLINE ASYNCHRONOUS INTERVENTIONSSTUDENTS' TIME MANAGEMENTTRAINEE MATHAMATICS TEACHERShttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This paper analyses the temporal distribution of the asynchronous interventions made by a group of seven trainee mathematics teachers during online collaborative work carried out for two months in mid-2011. As part of the Residence subject within the degree in training mathematics teachers at the National University of Rosario (Argentina), students have to prepare a report giving details of their experience of observing mathematics classes during first-semester courses on engineering degrees (or similar) and also correct their partners´ work. A set of weekly activities was drawn up to organise the task for the Residence subject. The space used was Google Docs, whose features include access to the history of revisions made to each document, including the date, time and person working on a particular report. We used this history of revisions to analyse students´ time management at four levels and tried to characterise the degree of systematisation in the process of developing their own work and peer correction. From the results, we can conclude that this systematisation was achieved for the group overall. But there was no correspondence between what was actually done and the set weekly activities, because the interventions were concentrated in the last two weeks of the experience. One way of improving this lack of correspondence would be to get the Residence teachers and trainee mathematics teachers together at the start of the task week to prepare the set of weekly activities.Fil: Sgreccia, Natalia Fátima. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario; Argentina. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; ArgentinaUniversitat Oberta de Catalunya2012-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/271104Sgreccia, Natalia Fátima; Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics; Universitat Oberta de Catalunya; eLearn Center Research Paper Series; 4; 7-2012; 30-392013-7966CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.raco.cat/index.php/eLearn/article/view/257280info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:42:15Zoai:ri.conicet.gov.ar:11336/271104instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:42:16.212CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse |
dc.title.none.fl_str_mv |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics |
title |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics |
spellingShingle |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics Sgreccia, Natalia Fátima COLLABORATIVE LEARNING ONLINE ASYNCHRONOUS INTERVENTIONS STUDENTS' TIME MANAGEMENT TRAINEE MATHAMATICS TEACHERS |
title_short |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics |
title_full |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics |
title_fullStr |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics |
title_full_unstemmed |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics |
title_sort |
Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics |
dc.creator.none.fl_str_mv |
Sgreccia, Natalia Fátima |
author |
Sgreccia, Natalia Fátima |
author_facet |
Sgreccia, Natalia Fátima |
author_role |
author |
dc.subject.none.fl_str_mv |
COLLABORATIVE LEARNING ONLINE ASYNCHRONOUS INTERVENTIONS STUDENTS' TIME MANAGEMENT TRAINEE MATHAMATICS TEACHERS |
topic |
COLLABORATIVE LEARNING ONLINE ASYNCHRONOUS INTERVENTIONS STUDENTS' TIME MANAGEMENT TRAINEE MATHAMATICS TEACHERS |
purl_subject.fl_str_mv |
https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
dc.description.none.fl_txt_mv |
This paper analyses the temporal distribution of the asynchronous interventions made by a group of seven trainee mathematics teachers during online collaborative work carried out for two months in mid-2011. As part of the Residence subject within the degree in training mathematics teachers at the National University of Rosario (Argentina), students have to prepare a report giving details of their experience of observing mathematics classes during first-semester courses on engineering degrees (or similar) and also correct their partners´ work. A set of weekly activities was drawn up to organise the task for the Residence subject. The space used was Google Docs, whose features include access to the history of revisions made to each document, including the date, time and person working on a particular report. We used this history of revisions to analyse students´ time management at four levels and tried to characterise the degree of systematisation in the process of developing their own work and peer correction. From the results, we can conclude that this systematisation was achieved for the group overall. But there was no correspondence between what was actually done and the set weekly activities, because the interventions were concentrated in the last two weeks of the experience. One way of improving this lack of correspondence would be to get the Residence teachers and trainee mathematics teachers together at the start of the task week to prepare the set of weekly activities. Fil: Sgreccia, Natalia Fátima. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario; Argentina. Universidad Nacional de Rosario. Facultad de Ciencias Exactas, Ingeniería y Agrimensura; Argentina |
description |
This paper analyses the temporal distribution of the asynchronous interventions made by a group of seven trainee mathematics teachers during online collaborative work carried out for two months in mid-2011. As part of the Residence subject within the degree in training mathematics teachers at the National University of Rosario (Argentina), students have to prepare a report giving details of their experience of observing mathematics classes during first-semester courses on engineering degrees (or similar) and also correct their partners´ work. A set of weekly activities was drawn up to organise the task for the Residence subject. The space used was Google Docs, whose features include access to the history of revisions made to each document, including the date, time and person working on a particular report. We used this history of revisions to analyse students´ time management at four levels and tried to characterise the degree of systematisation in the process of developing their own work and peer correction. From the results, we can conclude that this systematisation was achieved for the group overall. But there was no correspondence between what was actually done and the set weekly activities, because the interventions were concentrated in the last two weeks of the experience. One way of improving this lack of correspondence would be to get the Residence teachers and trainee mathematics teachers together at the start of the task week to prepare the set of weekly activities. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-07 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:ar-repo/semantics/articulo |
format |
article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11336/271104 Sgreccia, Natalia Fátima; Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics; Universitat Oberta de Catalunya; eLearn Center Research Paper Series; 4; 7-2012; 30-39 2013-7966 CONICET Digital CONICET |
url |
http://hdl.handle.net/11336/271104 |
identifier_str_mv |
Sgreccia, Natalia Fátima; Monitoring of the online interventions in an experience of collaborative learning with future teachers of mathematics; Universitat Oberta de Catalunya; eLearn Center Research Paper Series; 4; 7-2012; 30-39 2013-7966 CONICET Digital CONICET |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
info:eu-repo/semantics/altIdentifier/url/https://www.raco.cat/index.php/eLearn/article/view/257280 |
dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
eu_rights_str_mv |
openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universitat Oberta de Catalunya |
publisher.none.fl_str_mv |
Universitat Oberta de Catalunya |
dc.source.none.fl_str_mv |
reponame:CONICET Digital (CONICET) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
reponame_str |
CONICET Digital (CONICET) |
collection |
CONICET Digital (CONICET) |
instname_str |
Consejo Nacional de Investigaciones Científicas y Técnicas |
repository.name.fl_str_mv |
CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
repository.mail.fl_str_mv |
dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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1844613332101758976 |
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13.070432 |