Journal 2

Speaking Math-Using Chat in the Multicultural Classroom
By Janet Graham and Ted Hodgson

In this article, the authors describe how chat rooms and discussion forums were used to supplement traditional math classes at Osbourn High School, a multi-ethnic school in suburban Washington, DC. Chat rooms allowed students to conduct short real-time discussions while forums allowed discussions to happen at different times over the duration of an assignment. Both online discussions focused on specific math vocabulary. The goal was to encourage students to use math vocabulary to co-construct meaning. Each chat had an initial prompt and the teacher monitored discussions for content. Based on chats and responses, the teacher could then tailor lessons to clarify meaning and design follow-up activities. A benefit to electronic communication is that non-native speakers have time to plan their response. Chat times were structured into the school day so students without home computers were able to participate. The instructor was able to place students into small chat groups of 4-5 members. Also, whole-group forums in which students were not assigned to a specific discussion group were very effective. The authors found that the use of electronic communication positively affected student learning.

QUESTION 1
Does participating in electronic discussion tools improve academic performance?
Students who used chat rooms and discussion forums exhibited significant improvement in their use and recognition of math vocabulary compared to students in traditional classrooms.

QUESTION 2
How does online communication help non-native speaking students?
Electronic communication allows non-native speakers time to plan out their responses and use others’ responses as grammatical templates. Students in whole group forums were able to discuss information with other students who shared their same language or culture.