Designs for Computer-Supported Cooperative Learning in Mathematics

Knowledge of mathematics has become increasingly important in this era of high-technology. Being mathematically literate no longer means being able to multiply two three-digit numbers without the use of pencil and paper. It requires the ability to solve complex problems, work in isolation or cooperatively, and use tools such as calculators and computers. Unfortunately, fewer people are willing to study math to the degree necessary to compete in the twentyrst century job market. Forced to learn math by rote memorization, students often complain that math is \di cult" and that they don't see much use for it beyond simple arithmetic. In 1989 the National Council of Teachers of Mathematics (NCTM) de ned innovative standards to help motivate students to learn the value of math, become problem solvers, learn to communicate and reason mathematically, and to gain con dence in their mathematical abilities [Nat89]. The goals of the NCTM include changing the methods in which K-12 math is taught to favor conceptual learning over rote operations, emphasize practical uses of mathematics, encourage group discussions, and promote exploratory, open-ended discovery. Computers o er a platform for planning innovative curricula which meet these new standards. They allow students hands-on experience with problems that might otherwise be tedious, time consuming or impossible to explore by conventional teaching methods. They also provide a forum for students to work either individually or in group situations. The utility of computers in teaching mathematics is, of course, contingent upon the existence of applications that can be successfully integrated into a teaching plan. Unfortunately, much of what exists today was developed based on the old drill-and-practice method of teaching. This paper will examine recent trends in the design of applications which meet the new NCTM standards for teaching. In particular, it will focus on computer support for cooperative