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Participating in online mathematical discussions is considered a beneficial strategy to improve online math learning. However, achieving high levels of interaction in these discussions is uncommon, and maintaining them is often challenging. To shed light on the potential mechanisms to sustain online mathematical discussions, this study draws on Communicative Ecology Theory (CET), which conceptualizes the sustainability of online communities as influenced by technical, social, and discursive factors, to examine how students' technical, social, and content-related participation patterns on an online mathematical discussion board are correlated. The results indicated that students' engagement with the communication tool and the motivation system significantly facilitated their social interactions and enhanced their demonstration of mathematical knowledge, mathematical literacy, and affect control. These findings demonstrate the interplay among the three types of participation patterns and provide insights for educators and designers of educational applications to enhance student participation in online discussions thereby improving the effectiveness of these discussions in online learning. Future investigations are planned to focus on how such interplay varies over time.
Lyu et al. (Tue,) studied this question.
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