Processes of Mathematical Knowledge Production.

This study explored the collaborative production of mathematical knowledge during computer-mediated learning activities. In particular, it focused on opportunities for undergraduate students from a local university to collaborate with elementary-aged at-risk children on commercially available computer games in an urban after-school club. Two types of qualitative data collection techniques were employed: participant observation notes and videotapes of participants interacting at computers. The study focuses on two participants, a fourth grader and a third-year undergraduate student. Undergraduate participation in the after-school club was found to play a significant role in organizing collaborative activities for children. While many of the strategies for collaboration used by the undergraduates did not necessarily lead to the co-production of mathematical talk or reasoning, that was not the case for explicit requests for explanations. When children had solved a problem, it was common fo