From chat to class: How online discussion framework enables to highlight critical elements of asynchronous class discussion

In this study, we investigate asynchronous mathematical discussions, a novel type of mathematical discussion that combines the features of Web-based online discussions and mathematical class discussions. Our aim is to evaluate the effectiveness of the digital educational environment designed for asynchronous mathematical discussions in promoting typical learning practices of Web-based online discussions. To achieve this goal, we employ a theoretical lens developed in the context of Web-based spontaneous online discussions. We analyse the data collected from an experiment conducted with a class group of 9th-grade students who engaged in an asynchronous mathematical discussion, mediated by an instant messaging platform and a collaborative digital board. Our analysis reveals that while spontaneous online discussions and asynchronous mathematical discussions share structural similarities, they engage participants in different ways. These results emphasise the crucial components of the current setting of the asynchronous mathematical discussion, which can inform the redesign of future experiments.