abstract (draft)

The research develops around a technological intervention intended to
transform a peer produced reference resource into a peer produced
learning environment. The site will become a practicum and laboratory
where we can study how people learn mathematics.

Concurrent with developments in online peer production, there has been
a increase in demand for skills related to science, technology,
engineering and mathematics across society. A new peer learning
approach may move this system toward equilibrium. To fulfil this
promise, we require a viable theory of peer learning.

Examining the literature, we see that mathematics has always been a
socio-technical affair. We can draw on previous approaches that
situate learning within a socio-technical context. In particular, we
see that the fidelity of our learning model will be key to its
success. Furthermore, human participants will require cohesively
integrated meanings and incentives. We can understand this in a
preliminary way to mean a common value system.

We then propose four lines of inquiry. First, a quantitative
approach, using the legacy data from PlanetMath, aiming to find the
social factors that influence learning outcomes. Next, a qualitative,
interview- and design-based approach to understand requirements for
peer learning systems. Third, we use relationships with contemporary
philosophy of mathematics, media, and games to situate the theory
within texts. Fourth, we use participatory design to expand the model
of peer learning, and understand the implications of our learning
model in field work with PlanetMath users.

Future work with both research and development aspects may ultimately
demonstrate that PlanetMath provides a ``better'' way to learn
mathematics. Apart from applications in the mathematics context, the
theory of peer learning and the technical models we have developed
have implications for science and technology fields, and for any
system where peer learning is a viable approach.