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Exploring students' mathematical discussions in a multi-level hybrid learning environment.

Chiara Giberti1, Ferdinando Arzarello2, Giorgio Bolondi3

  • 1University of Bergamo, Bergamo, Italy.

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PubMed
Summary
This summary is machine-generated.

This study examined mathematical discussions in hybrid learning environments during the COVID-19 pandemic. Teachers are crucial mediators in complex classroom interactions, fostering student participation.

Keywords:
Complementary approachComplexityDigital learning environmentMathematical discussion

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Area of Science:

  • Mathematics Education
  • Educational Technology
  • Inclusive Education

Background:

  • The COVID-19 pandemic necessitated hybrid learning environments, blending physical and digital interactions.
  • Understanding student participation in mathematical discussions within these new settings is crucial.
  • The M@t.abel 2020 project provided a rich dataset from Italian classrooms during the health crisis.

Purpose of the Study:

  • To describe and understand the development of mathematical discussions in hybrid learning.
  • To analyze student participation within these complex educational settings.
  • To investigate the interplay of factors influencing mathematical discourse.

Main Methods:

  • Utilized Complementary Accounts Methodology for data analysis.
  • Involved specialists from mathematics education and inclusive education.
  • Analyzed data from parallel classes in hybrid learning environments.

Main Results:

  • Mathematical discussions in hybrid classrooms are complex phenomena with interwoven factors.
  • A complementary approach aids in a global vision and identification of crucial local episodes.
  • Teacher intervention is fundamental in mediating these episodes and influencing student engagement.

Conclusions:

  • Hybrid learning environments present unique challenges and opportunities for mathematical discussions.
  • The teacher's role as a mediator is critical for navigating the complexities of these discussions.
  • Further research into optimizing hybrid models for inclusive mathematical learning is warranted.