Analyzing Online Discourse to Assess Students' Thinking

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How the analysis of discussion board conversations can be useful for charting the path instruction should take. This analysis is illustrated within the context of a course for preservice teachers. The use of such analysis as an assessment tool is also considered in relation to mathematics courses for high school students. Online discourse offers an alternative to in-class group work where the teacher cannot monitor or be privy to all discussions and learning.

Contributor Notes

Randall E. Groth, regroth@salisbury.edu, teaches mathematics education courses at the undergraduate and graduate levels at Salisbury University, Salisbury, MD 21801. He is interested in using students' mathematical thinking to inform instructional decisions.

(Corresponding author is Groth regroth@salisbury.edu)
The Mathematics Teacher

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