Documenting two emerging sociomathematical norms for examining functions in mathematics teachers' online asynchronous discussions.
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| Title: | Documenting two emerging sociomathematical norms for examining functions in mathematics teachers' online asynchronous discussions. |
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| Authors: | Matranga, Anthony1 (AUTHOR) amatranga@csusm.edu, Silverman, Jason2 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Jun2024, Vol. 27 Issue 3, p325-354. 30p. |
| Subject Terms: | *Mathematics teachers, *Teacher development, *Beginning teachers, *Online education, Mathematical functions, Virtual communities |
| Abstract: | This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants' sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants' initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse. When participants explained why, they used specific quantities or symbolic representations of functions to justify why function graphs have particular visual features. When participants engaged in emergent shape discourse, they coordinated change between covarying quantities to justify why function graphs behave in certain ways. This study provides evidence that online settings can provide context for mathematics teachers engaging in legitimate collaborative mathematical activity and that activity can be enhanced by participation in discourse featuring specific sociomathematical norms. We discuss conjectures regarding the potential of reflective discussion activities paired with the Notice and Wonder Framework to support the emergence of generative sociomathematical norms. We also discuss potential relationships between characteristics of participants' mathematical discourse and their membership with the core and periphery of a social network. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 177193429 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Documenting two emerging sociomathematical norms for examining functions in mathematics teachers' online asynchronous discussions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Matranga%2C+Anthony%22">Matranga, Anthony</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> amatranga@csusm.edu</i><br /><searchLink fieldCode="AR" term="%22Silverman%2C+Jason%22">Silverman, Jason</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Jun2024, Vol. 27 Issue 3, p325-354. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+functions%22">Mathematical functions</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+communities%22">Virtual communities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants' sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants' initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse. When participants explained why, they used specific quantities or symbolic representations of functions to justify why function graphs have particular visual features. When participants engaged in emergent shape discourse, they coordinated change between covarying quantities to justify why function graphs behave in certain ways. This study provides evidence that online settings can provide context for mathematics teachers engaging in legitimate collaborative mathematical activity and that activity can be enhanced by participation in discourse featuring specific sociomathematical norms. We discuss conjectures regarding the potential of reflective discussion activities paired with the Notice and Wonder Framework to support the emergence of generative sociomathematical norms. We also discuss potential relationships between characteristics of participants' mathematical discourse and their membership with the core and periphery of a social network. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177193429 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-022-09563-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 325 Subjects: – SubjectFull: Mathematics teachers Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Beginning teachers Type: general – SubjectFull: Online education Type: general – SubjectFull: Mathematical functions Type: general – SubjectFull: Virtual communities Type: general Titles: – TitleFull: Documenting two emerging sociomathematical norms for examining functions in mathematics teachers' online asynchronous discussions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Matranga, Anthony – PersonEntity: Name: NameFull: Silverman, Jason IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 27 – Type: issue Value: 3 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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