Integrating collaborative settings in mathematics classrooms is challenging. The main challenge concerns adaptive guidance—guidance that takes into account the needs of learners. This adaptive guidance depends on the teacher’s understanding of the progression of group work. Understanding this progression when the teacher organizes several groups in a classroom towards conceptual understanding has been impracticable so far. In this paper, we present an environment, the System for Advancing Group Learning in Educational Technologies (SAGLET), which is based on the Virtual Math Teams (VMT) environment. This environment allows teachers to observe multiple groups engaging in problem-solving in geometry. SAGLET relies on the theoretical idea of critical moments in group learning, events whose occurrence may enable or impair co-construction of meanings. We conjecture that the teacher’s identification of critical moments may facilitate further guidance towards conceptual learning among students. Machine learning techniques provide online alerts about critical moments. We checked whether 11 teachers looking at multiple groups working in parallel better understand the progression of group work, upon being informed about critical moments. The results indicate that teachers use alerts about critical moments to understand better the progression of parallel groups but that informing them about critical moments sometimes impairs their observations.
|Translated title of the contribution||Fostering teachers’ understanding of progression of multiple groups towards the orchestration of conceptual learning|
|Number of pages||18|
|State||Published - 1 Jun 2019|
- Adaptive guidance
- Conceptual learning
- Small groups
- Technological tools