Abstract
In this chapter, we trace collaborative problem solving as an interactive, layered building of meaning among learners working as a small group. Our analytic aim is to investigate how students through their inscriptive signs collaboratively build mathematical ideas, heuristics and lines of reasoning in the VMT environment.
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These students are teacher candidates for teaching high school mathematics in economically impoverished, urban school districts and recipients of Robert Noyce scholarships, sponsored by the US National Science Foundation and administered through a joint project of Rutgers University, New Jersey Institute of Technology, the Newark Public Schools and the Newark Museum.
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© 2009 Springer Science+Business Media, LLC
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Powell, A.B., Lai, F.F. (2009). Inscriptions, Mathematical Ideas and Reasoning in VMT. In: Stahl, G. (eds) Studying Virtual Math Teams. Computer-Supported Collaborative Learning Series, vol 11. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0228-3_13
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DOI: https://doi.org/10.1007/978-1-4419-0228-3_13
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