Peer Interactions in Computer-Supported Collaborative Learning using Dynamic Mathematics Software

Technology integration and collaborative learning have great impact in education according to the previous studies. This study investigates peer interactions in terms of intervention styles and intervention strategies used by students in computer-supported collaborative learning (CSCL) using dynamic mathematics software. Three pairs of 16 year old students participated in the experiment. The theoretical framework of this study was based on constructivist view of learning. The Sinclair's model was adopted as analytical framework to code the transcripts of students’ interventions. The findings provide evidence for utilizing dynamic mathematics software in collaborative learning to enhance active interactions between the dyads.