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
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/271104

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spelling 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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