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Teachers' interlocution and knowledge in online interactions: a case study with mathematics teachers

Integrating mathematics, education, communication, ICT, and cognitive science, this study is the result of a research program in mathematics education that aims to analyze cognitive situations and pedagogic conditions, through empirical studies, that favor learning in virtual environments. The theoretical framework of the investigation is based on studies of mathematics learning that combine communication and thought as well as interactions and interlocutions. In this article, we analyze interactions among mathematics teachers who interact online within an environment, called Virtual Math Teams (VMT), collaborating to solve a problem in taxicab geometry. We illustrate different types of interlocution (evaluative, informative, interpretative, negotiatory) as well as knowledge domains (epistemology, didactics, and mediation) identified by the teachers' professional knowledge. Our results indicate that interpretative and negotiatory interlocutions have greater potential to enhance interlocutors' mathematical thinking. Our study also highlights that by identifying and analyzing interlocution properties, researchers can obtain insights into the teachers' professional knowledge.

virtual environment; VMT; teachers' interaction; mathematical reasoning; taxicab geometry


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