Journal 2

“Speaking Math: Using Chat in the Multicultural Math Classroom” by Janet Graham and Ted Hodgson
Learning & Leading with Technology, February 2008

This article examines recent efforts at a multi-ethnic high school in Washington, D.C. to use electronic tools for discussions in geometry and algebra II classes. These tools, specifically the course management system (CMS), Moodle, have boosted understanding as well as accessibility to educational processes especially among multicultural students.

Mainly using chat rooms and discussion forums because of their popularity among teenagers, the researchers found that using icons and emoticons was an attractive way to further personalize the discussions. The goal of the prompted discussions was to focus on using specific math vocabulary and concepts to define and construct meaning. Credit for answering the question was earned only if certain target vocabulary was used during the chat or post. Students learned from each other and helped each other to understand math by reading and participating in the on-line posts.

Among the benefits of the CMS was that the teacher could print out and analyze discussions to find out where students might have confusion and need for further clarification on a concept. Additionally, non-native speakers could see other responses and have time to reflect on using appropriate math terminology from other native speaker postings. Students using the electronic communication tools showed vast improvements and confidence in using math terminology and in learning in general. CMS allowed teachers to make smaller groups, more conducive to productive and manageable chats and less confusion. Chats were found to be most effective in during school hours when students would have access to a computer, whereas directed discussion forums allowed all students to participate at their leisure. The authors recommend using CMS and electronic communication beyond just math; rather they should be added to every teacher’s toolkit to facilitate meaningful discussions by a diverse variety of learners.

Which other learners might benefit from the use of electronic discussion tools?

Ironically, I think that a technology student like me would benefit from forum discussions and chats about…technology! I’m still apprehensive about using technical terminology and seeing others spell it out would certainly boost my confidence and increase my ‘technology word bank.’

How would the ability to print and analyze help the student, not just the teacher?

I recently took a health class online. It was fast paced and had about forty students enrolled. Our prompted discussion postings were numerous and addressed a variety of events and opinions. I found this type of discussion very convenient to help me remember, reflect upon, and refer to ‘who-said-what-when? This would not have been easy to do in a traditional classroom discussion.