Studying Virtual Math Teams

  • Gerry Stahl

Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 11)

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Introducing Group Cognition in Virtual Math Teams

    1. Front Matter
      Pages 1-5
    2. Gerry Stahl
      Pages 7-16
    3. Gerry Stahl
      Pages 17-29
  3. Studying Group Cognition in Virtual Math Teams

    1. Front Matter
      Pages 76-82
    2. Johann W. Sarmiento-Klapper
      Pages 83-98
    3. Nan Zhou
      Pages 141-159
    4. Ramon Prudencio S. Toledo
      Pages 161-178
  4. Studying Group Discourse in Virtual Math Teams

    1. Front Matter
      Pages 180-183
    2. Richard Medina, Daniel D. Suthers, Ravi Vatrapu
      Pages 185-205
    3. Elizabeth S. Charles, Wesley Shumar
      Pages 207-224
    4. Johann W. Sarmiento-Klapper
      Pages 225-235
    5. Arthur B. Powell, F. Frank Lai
      Pages 237-259
    6. Alan Zemel, Murat Perit Çakir
      Pages 261-276
  5. Designing the VMT Collaboration Environment

    1. Front Matter
      Pages 278-280
    2. Martin Mühlpfordt, Martin Wessner
      Pages 281-293
    3. Gerry Stahl
      Pages 311-326
    4. Gerry Stahl
      Pages 327-334
    5. Yue Cui, Rohit Kumar, Sourish Chaudhuri, Gahgene Gweon, Carolyn Penstein Rosé
      Pages 335-354
  6. Representing Group Interaction in VMT

    1. Front Matter
      Pages 356-358
    2. Murat Perit Çakir, Fatos Xhafa, Nan Zhou
      Pages 359-371
    3. Hugo Fuks, Mariano Pimentel
      Pages 373-397
    4. Jan-Willem Strijbos
      Pages 399-419
    5. Alan Zemel, Fatos Xhafa, Murat Perit Çakir
      Pages 421-450
    6. Stefan Trausan-Matu, Traian Rebedea
      Pages 451-473
    7. Juan Dee Wee, Chee-Kit Looi
      Pages 475-497
  7. Conceptualizing Group Cognition in VMT

    1. Front Matter
      Pages 500-503
    2. Gerry Stahl
      Pages 505-527
    3. Terrence W. Epperson
      Pages 529-553
    4. Gerry Stahl
      Pages 555-579
  8. Back Matter
    Pages 581-626

About this book


Studying Virtual Math Teams centers on detailed empirical studies of how students in small online groups make sense of math issues and how they solve problems by making meaning together. These studies are woven together with materials that describe the online environment and pedagogical orientation, as well as reflections on the theoretical implications of the findings in the studies. The nature of group cognition and shared meaning making in collaborative learning is a foundational research issue in CSCL. More generally, the theme of sense making is a central topic in information science. While many authors allude to these topics, few have provided this kind of detailed analysis of the mechanisms of intersubjective meaning making.

This book presents a coherent research agenda that has been pursued by the author and his research group. The book opens with descriptions of the project and its methodology, as well as situating this research in the past and present context of the CSCL research field. The core research team then presents five concrete analyses of group interactions in different phases of the Virtual Math Teams research project. These chapters are followed by several studies by international collaborators, discussing the group discourse, the software affordances and alternative representations of the interaction, all using data from the VMT project. The concluding chapters address implications for the theory of group cognition and for the methodology of the learning sciences. In addition to substantial introductory and concluding chapters, this important new book includes analyses based upon the author's previous research, thereby providing smooth continuity and an engaging flow that follows the progression of the research.

The VMT project has dual goals: (a) to provide a source of experience and data for practical and theoretical explorations of group knowledge building and (b) to develop an effective online environment and educational service for collaborative learning of mathematics. Studying Virtual Math Teams reflects these twin orientations, reviewing the intertwined aims and development of a rigorous science of small-group cognition and a Web 2.0 educational math service. It documents the kinds of interactional methods that small groups use to explore math issues and provides a glimpse into the potential of online interaction to promote productive math discourse.


CSCL Chat Chat Interaction Analysis Collaborative Knowledge Building Collaborative Learning Explorative Learning Group Cognition Iterative Explorations Knowledge Community Online Social Practices Virtual Spaces Web Web 2.0 computer-supported collaborative learning learning

Editors and affiliations

  • Gerry Stahl
    • 1
  1. 1.College of Information Science &Drexel UniversityPhiladelphiaU.S.A.

Bibliographic information