Title
Sustaining Social And Sociomathematical Norms With Prospective Elementary Teachers In A Mathematics Content Course
Keywords
Classroom Norms; Fractions concepts; Prospective Teachers; Whole Number concepts
Abstract
As students contribute to social and sociomathematical norms, they re-organize their own understandings. As such, the purpose of this article is to describe the ways in which prospective elementary teachers contributed to the norms that were established and re-established throughout an entire semester in an undergraduate mathematics content course. Findings illustrate that norms must be renegotiated between an instructor and prospective teachers when the mathematics content changes.
Publication Date
1-1-2014
Publication Title
Investigations in Mathematics Learning
Volume
7
Issue
2
Number of Pages
33-64
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1080/24727466.2014.11790341
Copyright Status
Unknown
Socpus ID
85071613739 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/85071613739
STARS Citation
Roy, George J.; Tobias, Jennifer M.; Safi, Farshid; and Dixon, Juli K., "Sustaining Social And Sociomathematical Norms With Prospective Elementary Teachers In A Mathematics Content Course" (2014). Scopus Export 2010-2014. 8429.
https://stars.library.ucf.edu/scopus2010/8429