Introduction

Rational thinking as exemplified in mathematical cognition is immensely important in the modern world. This book documents how a group of three eighth-grade girls developed specific group practices typical of such thinking in an online educational experience.

A longitudinal case study tracks the team through eight hour-long sessions, following the students'' meaning-making processes through their mutual chat responses preserved in computer logs coordinated with their geometric actions.

The examination of data focuses on key areas of the team''s development: its effective team collaboration, its productive mathematical discourse, its enacted use of dynamic-geometry tools, and its ability to identify and construct dynamic-geometry dependencies.

This detailed study of group cognition serves as a paradigmatic example of computer-supported collaborative learning, incorporating a unique model of human-computer interaction analysis applied to the use of innovative educational technology.

A valuable resource for researchers, instructors, and students alike, it offers concrete suggestions for improving educational practice.