Journal #2

Speaking Math: Using Chat in the Multicultural Math Classroom
by Janet Graham and Ted Hodgson

Graham and Hodgson’s article discusses the benefits of using chat to explore issues in math, allowing students an opportunity to discuss math with other students in their class. Students are prompted to answer a question by also including necessary vocabulary in their responses. The students accomplish this by using Moodle, a course management system. This platform allows the teacher to monitor student participation and print responses for future discussion with problem areas. The authors of the article claim, although not conclusively, that approaching math in this fashion has a connection between “learning gains and participation in electronic discussions.

Question #1: Will teachers look at this as a means to facilitate learning or will they view it as just another thing they have to manage, adding to an already chaotic schedule?

While there will always be those of us who feel that using CMS to teach or enrich a lesson is useless and adds to a chaotic day, I can see what Graham and Hodgson claim. I can see the benefit in using chat to explore issues in math. What I think is more interesting is that these methods can possibly be used in other levels and disciplines. Because I have a language arts background, I would use this as a work-shopping tool to get students to help give reluctant students an opportunity to participate in discussions.

Question #2: Will online discussions cause students who are already reluctant learners to further feel a sense of alienation and withdraw further from the classroom?

I believe that reluctant learners might be cajoled into participating more by having them involved in online chats. I think one of the reasons students don’t feel a connection with the learning is that they may be bored. By introducing technology as a component in the learning process, students may be more willing to participate in class discussions. Another possible outcome could be that students can feel more a part of the learning process and less of a recipient of it. I believe that anything that will engage the student and get the student more active in their learning will force some of the responsibility of learning on their shoulders, empowering and giving them a voice in their learning.