Recalibrating reference within a dual-space interaction environment



In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We have examined in detail, the sequential work these students do to constitute and specify ‘the problem’ on which they are working in the ways they produce whiteboard objects and text postings. Solutions emerge as students come to understand the problem on which they are working. This understanding is achieved through gradual respecification of the math problem on which they are working.


Indexicality Referential practices Problem solving CSCL Ethnomethodology 


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Copyright information

© International Society of the Learning Sciences, Inc. and Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Department of CommunicationUniversity at Albany SUNYAlbanyUSA
  2. 2.Department of Medical EducationSouthern Illinois University School of MedicineSpringfieldUSA

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