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<p>Problem solving in mathematics requires students to apply mathematical competencies, including effectively communicating their reasoning. Here, we consider the use of technologies in mathematics education to promote cross-national collaboration between students in discussions triggered by problem-solving activities. We focus on a novel form of mathematical discussion facilitated by the online platform Padlet. This discussion begins in Padlet, where students propose their solutions to a mathematics problem using posts that might incorporate various communication registers. In our experiment, this platform facilitated collaboration between classes from different countries, as paired classes from Argentina, Canada, and Italy exchanged their Padlets with each other. This promoted collaborative efforts between students from different countries. Thus, Padlet became a medium for multilevel classroom discussions. In this snapshot, our aim is to consider the perspective of the teachers involved in this collaboration. Thus, we conducted a SWOT analysis based on teachers’ voices to highlight the potentialities and limitations of promoting such international mathematical collaboration and discussion. This prompted the formulation of new strategies to enhance the achievement of such transnational mathematical discussion.</p>

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Potentialities and Limitations of Cross-National Problem-Solving Discussion using Technology

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月16日

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  • Chiara Giberti,
  • Cody Alderson,
  • Sara Bagossi,
  • Silvia Beltramino,
  • Paolo Cazzaniga,
  • Alice Lemmo,
  • Veronica Marchesini,
  • Eugenia Taranto,
  • Monica Ester Villarreal,
  • David Wagner,
  • Kate Whitters

摘要

Problem solving in mathematics requires students to apply mathematical competencies, including effectively communicating their reasoning. Here, we consider the use of technologies in mathematics education to promote cross-national collaboration between students in discussions triggered by problem-solving activities. We focus on a novel form of mathematical discussion facilitated by the online platform Padlet. This discussion begins in Padlet, where students propose their solutions to a mathematics problem using posts that might incorporate various communication registers. In our experiment, this platform facilitated collaboration between classes from different countries, as paired classes from Argentina, Canada, and Italy exchanged their Padlets with each other. This promoted collaborative efforts between students from different countries. Thus, Padlet became a medium for multilevel classroom discussions. In this snapshot, our aim is to consider the perspective of the teachers involved in this collaboration. Thus, we conducted a SWOT analysis based on teachers’ voices to highlight the potentialities and limitations of promoting such international mathematical collaboration and discussion. This prompted the formulation of new strategies to enhance the achievement of such transnational mathematical discussion.