Blogging mathematics: Using technology to support mathematical explanations for learning fractions

Explanations with others help students learn yet little is known about how technology can support and augment these benefits. This paper describes an experiment that compared the effects of mathematical discourse (i.e., explaining, justifying, and arguing) with peers either face-to-face or using technology (a blog) on fraction learning. We hypothesized that blogs may provide benefits beyond face-to-face collaborations because a record of...