Journal article
Documenting two emerging sociomathematical norms for examining functions in mathematics teachers' online asynchronous discussions
Journal of mathematics teacher education, Vol.27(3), pp.325-354
01 Jun 2024
Featured in Collection : UN Sustainable Development Goals @ Drexel
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.
Metrics
6 Record Views
Details
- Title
- Documenting two emerging sociomathematical norms for examining functions in mathematics teachers' online asynchronous discussions
- Creators
- Anthony Matranga - California State University, San MarcosJason Silverman - Drexel University, School of Education
- Publication Details
- Journal of mathematics teacher education, Vol.27(3), pp.325-354
- Publisher
- Springer Nature
- Number of pages
- 30
- Grant note
- National Science Foundation; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991021861183804721
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research