id: 06477141
dt: j
an: 2015e.00225
au: Partanen, Anna-Maija; Kaasila, Raimo
ti: Sociomathematical norms negotiated in the discussions of two small groups
investigating calculus.
so: Int. J. Sci. Math. Educ. 13, No. 4, 927-946 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: C74 D44 C64 I44
ut: collaborative learning; emergent perspective; inquiry mathematics; small
groups; sociomathematical norms; teacher research
ci:
li: doi:10.1007/s10763-014-9521-5
ab: Summary: The concepts of social and sociomathematical norms have proved to
be useful in guiding the participation of students in mathematical
discussions and developing the quality of their contributions when
inquiry-based, collaborative approaches are applied in studying
mathematics. The first author conducted a teaching experiment with her
17-year-old upper secondary students. Before teaching the concepts of
calculus, she asked the students to answer some questions and solve
problems in small groups. The aim was that the students would construct
important aspects of the basic concepts by themselves whilst
investigating and discussing mathematics. In this paper, we report some
findings from the related ethnographic teacher research by describing
three sociomathematical norms that were negotiated in the interactions
of two small groups. Aspects new to the literature were the norm of
creative investigating and the way the appreciation of symbolic
representation prohibited the process of meaning construction.
Furthermore, the sociomathematical norm of justifications being based
on the properties of mathematical objects was established prior to the
social norm of justifying.
rv: