The Development of Mathematical Argumentation in an Unmoderated, Asynchronous Multi-User Dynamic Geometry Environment

This paper explores student interactions from the Virtual Math Teams-with-GeoGebra project a computer-supported collaborative learning environment that allows individuals to interact, collaborate, and discuss user created dynamic mathematics objects. Previous studies of VMT have focused on the co-construction of a joint problem space and how collaborative meaning making are accomplished in the online environment. Instead, we explore the development of the students’ argumentation practices. This study primarily uses Toulman’s (1969) model to analyze and explain the structure of the online discussion that takes and describes the ways in which individual’s contribute to the discussion, and the practices and language that become normative. In particular, we found that the students made increasingly detailed and mathematical descriptions of the data, developed more abstract warrants, and increasingly acted as if “giving reasons” was normative in the discussion. Yet, due to the lack of moderation by an adult the students may not have realized all the intended mathematical possibility