id: 06000252
dt: j
an: 2012a.00226
au: Yoon, Caroline; Kensington-Miller, Barbara; Sneddon, Jamie; Bartholomew,
Hannah
ti: It’s not the done thing: social norms governing students’ passive
behaviour in undergraduate mathematics lectures.
so: Int. J. Math. Educ. Sci. Technol. 42, No. 8, 1107-1122 (2011).
py: 2011
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: C65 D45
ut: social norms; didactical contract; lectures; undergraduate mathematics
education; interaction; university teaching; educational research
ci:
li: doi:10.1080/0020739X.2011.573877
ab: Summary: Students often play a passive role in large-scale lectures in
undergraduate mathematics courses: they observe the lecturer
demonstrate mathematical procedures, but they rarely engage in
authentic mathematical activity themselves. This study uses
semi-structured interviews of undergraduate students to investigate the
implicit and explicit social norms and expectations that influence
students to maintain their passive roles during lectures. Students were
aware that their passivity was influenced by social norms, but
perceived these norms as necessary for allowing the lecturer to get
through the content in the allotted lecture time, while enabling
students to avoid being publicly embarrassed in the lecture. However,
the students appreciated opportunities to work on examples in small
groups during lectures. We argue that the success of small group
interactions during large-scale lectures depends on students and
lecturers establishing supportive social norms, and adjusting their
lecture goals from ‘covering the content’ to ‘developing
mathematical understanding’.
rv: