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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| Language: | English |
| Authors: | Anthony Matranga (ORCID |
| Source: | Journal of Mathematics Teacher Education. 2024 27(3):325-354. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1222355 2010306 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Beginning Teachers, Mathematics Teachers, Teacher Education, Faculty Development, Computer Mediated Communication, Asynchronous Communication, Online Courses, Norms, Mathematics Skills, Graphs, Learning Activities, Mathematics Activities, Discourse Analysis, Social Networks, Mathematical Logic |
| DOI: | 10.1007/s10857-022-09563-2 |
| ISSN: | 1386-4416 1573-1820 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424365 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1386-4416 1573-1820 |
| DOI: | 10.1007/s10857-022-09563-2 |
