Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Foreword
- Preface and Acknowledgments
- In Memoriam
- PART I COMING TO TERMS WITH COMMUNITY
- PART II DESIGNING FOR WEB-SUPPORTED COMMUNITY
- PART III FOSTERING COMMUNITY/MEMBER PARTICIPATION
- 7 The Centrality of Culture and Community to Participant Learning at and with The Math Forum
- 8 An Exploration of Community in a Knowledge Forum Classroom
- 9 Co-Evolution of Technological Design and Pedagogy in an Online Learning Community
- 10 From Ambitious Vision to Partially Satisfying Reality
- PART IV RESEARCHING ONLINE COMMUNITY
- Index
- Titles in the series
- References
7 - The Centrality of Culture and Community to Participant Learning at and with The Math Forum
Published online by Cambridge University Press: 05 June 2012
Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Foreword
- Preface and Acknowledgments
- In Memoriam
- PART I COMING TO TERMS WITH COMMUNITY
- PART II DESIGNING FOR WEB-SUPPORTED COMMUNITY
- PART III FOSTERING COMMUNITY/MEMBER PARTICIPATION
- 7 The Centrality of Culture and Community to Participant Learning at and with The Math Forum
- 8 An Exploration of Community in a Knowledge Forum Classroom
- 9 Co-Evolution of Technological Design and Pedagogy in an Online Learning Community
- 10 From Ambitious Vision to Partially Satisfying Reality
- PART IV RESEARCHING ONLINE COMMUNITY
- Index
- Titles in the series
- References
Summary
In this chapter, the terms culture and community are problematized, and their centrality to participant learning at and with The Math Forum (mathforum.org) is discussed. Culture, as it is used here, refers to the rituals and norms that come to be associated with a site and its functioning. Community describes recognition of connections to and identification with other participants.
The Math Forum is an interactive and inquiry-informed digital library, or virtual resource center, for mathematics education. Previous chapters have addressed the ways in which The Math Forum has leveraged the concept of community in order to become a dynamic and resource-rich educational site (Renninger & Shumar, 2002; Shumar & Renninger, 2002). In the present chapter, this analysis is taken a step further. The culture of The Math Forum is described as providing its participants with a unique set of opportunities for learning and for making the relationship between the individual and the community one in which individual and community needs can both be met. Site culture enables contributions from individuals that by definition help to build out and sustain this community.
Math Forum participants include Math Forum staff members and a mix of teachers, students, and other individuals such as parents, software developers, mathematicians, math educators, professionals, and tradespeople, many of whom also volunteer their time as mentors for the site. Participants differ not only in terms of their roles, but in their experience, level of expertise, and interest for mathematics (Renninger & Shumar, 2002).
- Type
- Chapter
- Information
- Designing for Virtual Communities in the Service of Learning , pp. 181 - 209Publisher: Cambridge University PressPrint publication year: 2004
References
Anderson, B. R. O. G. (1991). Imagined communities: Reflections on the origin and spread of nationalism. (rev. and extended ed.). New York: Verso
Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 25–56). Mahwah, NJ: Erlbaum
Barnes, J. A. (1972). Social networks. (Module in anthropology 26.) Reading, MA: Addison-Wesley
Barth, F. (1981). Process and form in social life. Boston: Routledge & Kegan Paul
, , , , , & (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369–398CrossRefGoogle Scholar
Bourdieu, P. (1977). Outline of a theory of practice. Richard Nice, Trans. New York: Cambridge University PressCrossRef
Bourdieu, P. (1980). The logic of practice. Stanford, CA: Stanford University Press
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–272). Cambridge, MA: MIT Press
Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press
Chaiklin, S., & Lave, J. (Eds.) (1993). Understanding practice: Perspectives on activity and context. New York: Cambridge University Press
Clifford, J. (1988). The predicament of culture: Twentieth-century ethnography, literature, and art. Cambridge, MA: Harvard University Press
Cobb, P. (1995). Mathematical learning and small-group interaction: Four case studies. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 25–129). Hillsdale, NJ: Erlbaum
Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press
Cognition and Technology Group at Vanderbilt (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6) 2–10CrossRef
Cognition and Technology Group at Vanderbilt (1991). Technology and the design of generative learning environments. Educational Technology, 31, 34–40
Cognition and Technology Group at Vanderbilt (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 807–840). New York: Macmillan
Cohen, A. (1985). The symbolic construction of community. London: Tavistock Publications
Cohen, A. (1994). Self consciousness: An alternate anthropology of identity. London and New York: Routledge
Cole, M., Engestrom, Y., & Vasquez, O. (Eds.) (1997). Mind, culture and activity: Seminal papers from the Laboratory of Comparative Human Cognition. New York: Cambridge University Press
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 455–494). Hillsdale, NJ: Erlbaum
De Corte, E., Verschaffel, L., & Op T'Eynde, P. (2000). Self-regulation: A characteristic and a goal of mathematics education. In M. Boekaert, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 687–726). New York: Academic PressCrossRef
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Brian Massumi, Trans. Minneapolis: University of Minnesota Press
Dewey, J. (1938). Experience and education. New York: Collier Books
(1990). The illusion of wholeness: Culture, self and the experience of inconsistency. Ethos, 18(3):251–278CrossRefGoogle Scholar
Ginsberg, H. P., Klein, A., & Starkey, P. (1998). The development of children's mathematical thinking: Connecting research with practice. In I. E. Sigel & K. A. Renninger (Vol. Eds.), Child psychology and practice (Vol. 4), in W. Damon (Gen. Ed.), Handbook of child psychology (5th ed., pp. 401–476). New York: John Wiley and Sons
Goody, J. (1994). Culture and its boundaries: A European view. In R. Borofsky (Ed.), Assessing cultural anthropology (pp. 250–260). New York: McGraw-Hill
Gulliver, P. H. (1971). Neighbours and networks: The idiom of kinship in social action among the Ndendeuli of Tanzania. Berkeley: University of California Press
Harasim, L. (2002). What makes online learning communities successful? In C. Vrasidas & G. Glass (Eds.), Distance education and distributed learning (pp. 181–200). CT: Information Age Publishing
Herzfeld, M. (1997). Cultural intimacy: Social poetics in the nation-state. New York: Routledge
Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press
Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rhinehart, & Winston
Kirshner, D., & Whitson, J. A. (1997). Situated cognition: Social, semiotic and psychological perspectives. Mahwah, NJ: Erlbaum
(1999). Interest, motivation, and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40CrossRefGoogle Scholar
Krapp, A., & Fink, B. (1992). The development and function of interests during the critical transition from home to preschool. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 397–431). Hillsdale, NJ: Erlbaum
, , , , , & (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being?American Psychologist, 53(9), 1017–1031CrossRefGoogle ScholarPubMed
Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.). Understanding practice: Perspectives on activity and context (pp. 3–32). New York: Cambridge University PressCrossRef
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press
, & (2000). Positioning in practice: Understanding participation in the social world. Journal for the Theory of Social Behavior 30(4)CrossRefGoogle Scholar
National Research Council (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press
Neumann, A. (April, 1999). Passionate talk about passionate thought: The view from professors at early midcareer. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada
Nie, N. H., & Erbring, L. (2000). Internet and society: A preliminary report. Stanford, CA: Stanford Institute for the Quantitative Study of Society
(1990). What does anybody want? Desire, purpose and the acting subject in the study of culture. Cultural Anthropology 5, 431–451CrossRefGoogle Scholar
(1993). Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist, 28(3), 265–277CrossRefGoogle Scholar
Poster, M. (2001). What's the matter with the Internet? Minneapolis: University of Minnesota Press
Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster
Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375–404). New York: AcademicCrossRef
Renninger, K. A., & Farra, L. (2003). Mentor-participant exchange in the Ask Dr. Math service: Design and implementation considerations. In M. Mardis (Ed.), Developing digital libraries for K–12 Education. Syracuse, NY: ERIC IT Clearinghouse
Renninger, K. A., Farra, L., & Feldman-Riordan, C. (2000). The impact of The Math Forum's Problems of the Week on students' mathematical thinking. Proceedings of ICLS 2000. Mahwah, NJ: Erlbaum
Renninger, K. A., & Shumar, W. (2000). Report of the local evaluation team to The Math Forum and the National Science Foundation regarding NSF Grant #9618223. Available online at mathforum.org/build/build/NSFreport/report.html semiprivate password: forum/forumfriend
Renninger, K. A., & Shumar, W. (April, 2001). Multidimensional aspects of on-line community building: The Math Forum. Paper presented as part of the symposium, Understanding online learning communities: Sociocultural views. American Educational Research Association. Seattle, WA
Renninger, K. A., & Shumar, W. (2002). Community building with and for teachers: The Math Forum as a resource for teacher professional development. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 60–95). New York: Cambridge University PressCrossRef
Renninger, K. A., & Shumar, W. (April, 2003). The role of the social in teachers' interest development and learning with an online community. Paper presented as part of the symposium, Sociocultural Aspects of Interest Development and Their Implications for Education (S. Nolen, Chair). Chicago, IL
Renninger, K. A., & Shumar, W. (in press). Participant learning and activity in an interactive digital library: The Math Forum community. In J. Weiss, J. Nolan, & P. Trifonas (Eds.), International handbook of virtual learning environments. Amsterdam: Kluwer Press
Renninger, K. A., Weimar, S. A., & Klotz, E. A. (1998). Teachers and students investigating and communicating about geometry: The Math Forum. In R. Lehrer & D. Chazen (Eds.), Designing learning environments for developing understanding about geometry and space (pp. 465–487). Mahwah, NJ: Erlbaum
Rogoff, B. (1998). Cognition as a collaborative process. In R. Siegler & D. Kuhn (Vol. Eds.), Cognition, perception and language (Vol. 2). In W. Damon (Gen. Ed.) Handbook of child psychology (pp. 679–730). New York: John Wiley & Sons
Rosaldo, R. (1989). Culture and truth: The remaking of social analysis. Boston, MA: Beacon Press
Schoenfeld, A. (1987). What's all the fuss about metacognition? In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189–215). Hillsdale, NJ: Erlbaum
Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 334–370). New York: Macmillan
Shore, B. (1996). Culture in mind: Cognition, culture, and the problem of meaning. New York: Oxford University Press
(1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14CrossRefGoogle Scholar
Shumar, W. (2003). The role of community and belonging in online learning. In M. Mardis (Ed.), Developing digital libraries for K–12 education. Syracuse, NY: ERIC IT Clearinghouse
Shumar, W., & Renninger, K. A. (September, 2000). Commerce and community: Walking the line between quality and sustainability at a virtual education center. Paper presented to the meetings of the Association of Internet Researchers. Lawrence, KS
Shumar, W., & Renninger, K. A. (2002). On conceptualizing community. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 1–17). New York: Cambridge University PressCrossRef
Smolka, A. B., DeGoes, M. C., & Pino, A. (1995). The constitution of the subject: A persistent question. In J. V. Wertsch (Ed.), Sociocultural studies of mind (pp. 165–184). New York: Cambridge University PressCrossRef
Spivak, G. C. (1988). Can the Subaltern Speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271–313). Chicago: University of Illinois PressCrossRef
Sternberg, R. J. (1985). Beyond IQ. New York: Cambridge University Press
Stewart, K. (1996). A space on the side of the road: Cultural poetics in an “other” America. Princeton, NJ: Princeton University Press
Strauss, C., & Quinn, N. (1997). A cognitive theory of cultural meaning. New York: Cambridge University Press
Turner, V. (1969). The ritual process: Structure and anti-structure. Ithaca, NY: Cornell University Press
Turner, V. (1974). Dramas, fields, and metaphors: Symbolic action in human society. Ithaca, NY: Cornell University Press
Virilio, P. (1995). The art of the motor. J. Rose, Trans. Minneapolis: University of Minnesota Press
(2001). Physical place and CyberPlace: The rise of personalized networking. International Journal of Urban and Regional Research, 25, 227–252CrossRefGoogle Scholar
Wellman, B., & Gulia, M. (1999). Net surfers don't ride alone: Virtual communities as communities. In M. A. Smith & P. Kollack (Eds.), Communities in cyberspace (pp. 167–194). New York: Routledge
Wenger, E. (1999). Communities of practice. New York: Cambridge University Press
Winnicott, D. W. (1971). Playing and reality. London: Tavistock Publications
- 24
- Cited by