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CONSTRASTING SOCIAL AND SOCIOMATHEMATICAL NORMS OF TWO GROUPS OF STUDENTS IN A POSTSECONDARY PRECALCULUS CLASS.

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Title: CONSTRASTING SOCIAL AND SOCIOMATHEMATICAL NORMS OF TWO GROUPS OF STUDENTS IN A POSTSECONDARY PRECALCULUS CLASS.
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. 2020, p1130-1138. 9p.
Subject Terms: *Calculus education, *Mathematics education, *Theory of knowledge, *College students, Precalculus
Abstract: This paper characterizes the engagement of two groups of students in a Precalculus course at a fouryear public university. A set of "Multiple Solutions Activities" was designed for the course to expose groups of students to alternative solution methods, allowing instructors to explicitly negotiate productive norms to foster students' flexible knowledge. Over the duration of the semester, the groups developed contrasting social and sociomathematical norms. One group's norms seem to be particularly influenced by students' experience taking the same course the prior semester in a more traditional format. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: CONSTRASTING SOCIAL AND SOCIOMATHEMATICAL NORMS OF TWO GROUPS OF STUDENTS IN A POSTSECONDARY PRECALCULUS CLASS.
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  Data: This paper characterizes the engagement of two groups of students in a Precalculus course at a fouryear public university. A set of "Multiple Solutions Activities" was designed for the course to expose groups of students to alternative solution methods, allowing instructors to explicitly negotiate productive norms to foster students' flexible knowledge. Over the duration of the semester, the groups developed contrasting social and sociomathematical norms. One group's norms seem to be particularly influenced by students' experience taking the same course the prior semester in a more traditional format. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.51272/pmena.42.2020-179
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        Text: English
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      – SubjectFull: Theory of knowledge
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      – TitleFull: CONSTRASTING SOCIAL AND SOCIOMATHEMATICAL NORMS OF TWO GROUPS OF STUDENTS IN A POSTSECONDARY PRECALCULUS CLASS.
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              Text: 2020
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