Collaborative Knowledge Construction During Computational Lab Activities in Financial Mathematics
[EN] Nowadays, there is a growing interest in including some aspects of computation and computational thinking within science subjects, in particular Mathematics. Moreover, the COVID pandemic has increased the opportunities for remote-based work across economies, including education. This implies th...
| Autores: | , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/208048 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/208048 |
| Access Level: | acceso abierto |
| Palabra clave: | Collaborative learning Collaborative knowledge construction Computational thinking Computer supported collaborative learning Inclusive computational practices Interaction analysis model Financial mathematics |
| Sumario: | [EN] Nowadays, there is a growing interest in including some aspects of computation and computational thinking within science subjects, in particular Mathematics. Moreover, the COVID pandemic has increased the opportunities for remote-based work across economies, including education. This implies that workers and students should be able to collaborate remotely using collaborative technologies. In this paper, we show how tailored student-led computational practices designed for a Computational Finance module provide opportunities for the co-creation of knowledge in Financial Mathematics in a Computer-Supported Collaborative Learning environment. We analyzed students’ answers to a weekly survey using Gunawardena et al. (1997) Interaction Analysis Model for collaborative knowledge construction. The results show that, in a large number of discussions, the highest levels of the collaborative learning process were achieved. |
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