SOCIOMATHEMATICAL NORMS REVEALED DURING A PRECALCULUS BREACHING INSTRUCTIONAL ACTIVITY.

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Bibliographic Details
Title:	SOCIOMATHEMATICAL NORMS REVEALED DURING A PRECALCULUS BREACHING INSTRUCTIONAL ACTIVITY.
Authors:	Fifty, David¹ dri36@wildcats.unh.edu, Buchbinder, Orly¹ Orly.Buchbinder@unh.edu, McCrone, Sharon¹ Sharon.McCrone@unh.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 11/14/2019, p986-990. 5p.
Subject Terms:	Mathematics education, Student development, *Student engagement, Precalculus
Abstract:	The paper examines sociomathematical norms in a Precalculus course at a four-year public university. The data were collected through a set of instructional activities designed to breach students’ expectations about what constitutes an acceptable mathematical solution by exposing them to alternative solution methods. This paper describes one such activity in detail and reports on the nature of a sociomathematical norm that was revealed by the activity: Students characterized an acceptable solution as one that followed procedures modeled by the instructor, while solutions which used other valid mathematical approaches were considered incorrect by the students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The paper examines sociomathematical norms in a Precalculus course at a four-year public university. The data were collected through a set of instructional activities designed to breach students’ expectations about what constitutes an acceptable mathematical solution by exposing them to alternative solution methods. This paper describes one such activity in detail and reports on the nature of a sociomathematical norm that was revealed by the activity: Students characterized an acceptable solution as one that followed procedures modeled by the instructor, while solutions which used other valid mathematical approaches were considered incorrect by the students. [ABSTRACT FROM AUTHOR]