The durability of professional and sociomathematical norms intentionally fostered in an early pedagogy course

Zoest, Laura R. Van; Stockero, Shari L.; Taylor, Cynthia

doi:10.1007/s10857-011-9183-y

Cited by 23 publications

(14 citation statements)

References 28 publications

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“…On the other hand, teachers are central in establishing norms (Bishop, 1985;, and teachers' ability to understand the importance and effects of norms on teaching and learning is the first step in establishing norms in class (Van Zoest, Stockero, & Taylor, 2012). It would be unrealistic to expect teachers to establish or develop a behavior or phenomenon with which they've no experience or understanding (McNeal & Simon, 2000).…”

Section: The Purpose and Significance Of The Studymentioning

confidence: 99%

Examining Social and Sociomathematical Norms in Different Classroom Microcultures: Mathematics Teacher Education Perspective

2017

EDUC SCI-THEOR PRACT

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Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence.This study aims to identify the social and sociomathematical norms that belong to different mathematics learning environments within this framework as a multiple-case study based on the qualitative design.The data has been collected through observations of two different classrooms in a mathematics teacher education program at a state university in Turkey. The constant comparative method was used for data analysis. This study, with prospective teachers as participants, identifies the social and sociomathematical norms that regulate the classroom microcultures. The findings show how norms with different qualities can be established and sustained in two different courses within the same teacher training program, and their possible effects on learning and teaching are discussed in the context of teacher education.

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Section: The Purpose and Significance Of The Studymentioning

confidence: 99%

Examining Social and Sociomathematical Norms in Different Classroom Microcultures: Mathematics Teacher Education Perspective

2017

EDUC SCI-THEOR PRACT

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“…We initially identified seven sociomathematical norms that cut across the relevant literature (Cobb, Stephan, McClain, & Gravemeijer, 2001;Kazemi & Stipek, 2001;McNeal & Simon, 2000;Tatsis, & Koleza, 2008;Van Zoest, Stockero, & Taylor, 2012;Yackel, Cobb, & Wood, 1991;Yackel & Cobb, 1996) and prepared a classroom scenario for each norm to test teachers' understanding of these norms. We piloted these early scenarios on 15 mathematics teachers from different school levels and revised them based on our experience.…”

Section: Data Collection Instrumentmentioning

confidence: 99%

“…As a result, there are 81 cubes in Figure 17. **Note that the question of finding the number of cubes in a sequence is adopted from Van Zoest, Stockero and Taylor (2012). *** This number was mistakenly given as "4" in the actual questionnaire; however, participants did not catch (or purposefully ignore) this minor mistake and evaluated the solutions correctly.…”

Section: Answer Of Groupmentioning

confidence: 99%

Using Classroom Scenarios to Reveal Mathematics Teachers’ Understanding of Sociomathematical Norms

Zembat

Yasa²

2015

IJEMST

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The purpose of this study was to uncover the degree to which in-service teachers understand sociomathematical norms and the nature of that understanding without having to enter and observe their classes. We therefore developed five classroom scenarios exemplifying classroom interactions shaped by certain sociomathematical norms. We then administered these scenarios to in-service elementary school and grade 5-12 mathematics teachers and collected their written responses. We also collected data about what teachers believe about sociomathematical norms through a Likert-type questionnaire. We then analyzed the data using quantitative and qualitative techniques. First, the findings suggest that the teachers' understanding of sociomathematical norms is neither dependent on the level of schools teachers teach, or their background or demographic characteristics such as number of years they spent in teaching, specialty area, faculty graduated, highest degree earned, and gender. Second, what teachers believe about sociomathematical norms seem to be not parallel to how they analyze the scenarios illustrating sociomathematical norms. Third, use of scenarios was helpful in revealing how teachers think about sociomathematical norms. Finally, there are three cross-cutting themes to which all the teachers referred in common for all sociomathematical norms: opposition (opposition to the core of the norm), social facilitator (considering all targeted norms as supporting and regulating the classroom social environment) and condition-based (believing that interactions given in scenarios are only possible under certain conditions).

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“…This is addressed by (Chapman, 2012). Chapman makes an analysis based on articles that deal on different challenges involving mathematics education such as: implementing a new curriculum (Ponte, 2012), to establish connections between real-world contexts and mathematics (Taylor, 2012), sustainable change in learning process (Zoest et al, 2012) and implementing of technology (Doğan, 2012). Ponte's article (Ponte, 2012), provides insights about a national professional development program that was used in the preparatory stages of the introduction of a new mathematics curriculum in Portugal indicating two main purposes for mathematics education: to promote positive attitudes and appreciation of mathematics that emphasizes three mathematical processes: problem solving, mathematical reasoning and mathematical communication.…”

Section: Introductionmentioning

confidence: 99%

“…Edd Taylor (Taylor, 2012), addresses connections to students' out-of-school experiences and provides insights of challenges with teachers' learning and a possible way of addressing them. On the other hand, (Zoest et al, 2012), provides insights regarding sustainability of learning trough the use of sociomathematical and professionals norms. Describes a study that investigated the extent to which three sociomathematical and four professional norms intentionally fostered in an early mathematics pedagogy course re-emerged in a similar context.…”

Section: Introductionmentioning

confidence: 99%

Calculus for Coloring

David¹,

Valentim²,

Linares³

2013

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Professors who administer the differential and integral calculus classes in the hard sciences courses and in the most diverse kinds of engineering, not rarely, are faced by the lack of motivation to learning and difficulties in absorbing the concepts of the discipline. With the purpose of contributing to the teaching-learning process related to calculus classes, this paper looks for synthesizing a process of elaboration and trial of an artwork destined for coloring, which content is specifically related to the discipline “Calculus with Applications IV”, from the Biosystems Engineering course, of the University of Sao Paulo (USP)-Brazil. The material, always prepared in the form of pairs of pages, one displaying the picture to be colored (the artwork) and the other one like its twin (the text), was individually rated by the apprentices students. The obtained results point to the possibility of facing the paradigm and showing that projects like “calculus for coloring” are not only possible, but also a quality complement in the learning-teaching process.

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The durability of professional and sociomathematical norms intentionally fostered in an early pedagogy course

Cited by 23 publications

References 28 publications

Examining Social and Sociomathematical Norms in Different Classroom Microcultures: Mathematics Teacher Education Perspective

Examining Social and Sociomathematical Norms in Different Classroom Microcultures: Mathematics Teacher Education Perspective

Using Classroom Scenarios to Reveal Mathematics Teachers’ Understanding of Sociomathematical Norms

Calculus for Coloring

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