Mathematics in a World of Warcraft Forum: Identity and Argumentation

Caro Williams · Constance Steinkuehler

Thu., June 11, 3:30–4:30, Class of ’24 (4th floor, East Central)

Mathematical performances by a single person in different contexts can vary widely, as has been well-documented in a variety of studies (e.g. Saxe, 1988; Nasir, 2002; Nunes, Schliemann, & Carraher, 1993). Possible factors for such variation include the performer’s familiarity with available tools, personal comfort within each context, perception of the audience’s value judgment and the social capital at stake, or even the measurements used to capture and analyze the performance. Virtual worlds and their affinity groups provide different contexts that are individually developed by the online performances of participants, which open up opportunities for unique and fascinating mathematical exchanges. These affinity groups are generally characterized by voluntary participation, with the implication that some — if not most — mathematics performances are undergone because the participants consider mathematics to be a relevant and accepted tool of communication. Notably, Lave and Wenger (1991) consider examination of such naturally occurring contexts of learning key to advancement in education research and practice.

Mathematics as an expression of identity have been explored by numerous researchers who have examined teachers and students engaging in affiliation and disaffiliation with performances as mathematics doers (e.g., Drake, Spillane, & Huffard-Ackles, 2001; Martin, in press; Nasir, 2002). Performing in a certain fashion identifies the performer as one who chooses to engage or not to engage with mathematics, which associates the performer with the other elements connected to a mathematics identity or lack thereof. Since such performances carry socially complex implications, intriguing spaces open up online where mathematics is engaged in deeply and voluntarily for the purpose of conducting an argument (Steinkuehler & Duncan, in press).

Four posts on a World of Warcraft forum are analyzed using Gee’s (2005) approach to discourse analysis, adapted for the online communication method through Gee’s (2007) theoretical frame of D/discourses. Our analysis explores how the mathematization of an argument contributed to a complex online discussion, and how that action was taken up by the surrounding community. We closely examine the story macro-structure of the initial post and the three different ways that members of the forum audience are positioned, as well as the participation patterns that make up the posted responses. One type of demonstrated participation is that of a high level of mathematical understanding, with complex layouts involving both mathematical and game knowledge. Other participants demonstrate a lower level of mathematical knowledge, and those are positioned as unable to follow the mathematics and not worth explaining it to, but able to understand the crux of the initial argument. Finally, yet another participation pattern is that of a complete lack of engagement in the mathematical reasoning.

The application of traditional discourse methods to the relatively new communication method available on online forums is a challenging one. Forums generally utilize a text-heavy method of communication and, due to the asynchronous posting style, permit the participants time to plan responses. Along with ample opportunity to draft and polish contributions, participants have time to seek out and cite supporting sources, as well as use personal tools to create complex and time-consuming arguments in a fashion unavailable during real time face-to-face conversations.