The purpose of this paper is to describe a systemic intervention that may generate an effective and inclusive Computer-supported collaborative learning environment (CSCL). The article illustrates how the design of a CSCL may improve students’ mathematical problem-solving skills. Additionally, it presents how this approach can be effective among students with quite different social contexts. To fulfill these aims, the article shows a virtual network for promoting mathematical problem discussions. In this network, 232 primary school students of four Bogota’s schools participated. Parents and teachers also participated. The article begins by presenting relevant concepts about collaborative and virtual learning, mathematical problem-solving, systemic intervention and inclusion. Then, it describes the case study. Thereafter, it analyzes the results in terms of the communications between peers and student learning. These analyses include the use of social network theory, systems theory, and mathematical tests. Finally, the paper discusses the proposal to make education more inclusive while improving mathematical problem solving skills.
|Keywords:||Inclusion Education, Mathematical Problem-solving, Collaborative Learning, Social Network, Systems Theory, Virtual Learning Environments, Social Context, Technology in Learning|
Doctoral Student, Industrial Engineering Department, Universidad de los Andes, Bogotá, Bogotá, Colombia