ERIC Number: ED452076
Record Type: RIE
Publication Date: 2001-Apr-12
Reference Count: N/A
Challenges of Reform: Utility of Sociomathematical Norms.
This study explored the possibility of positioning the sociomathematical norms construct to more centrally reflecting the quality of students' mathematical engagement in classroom processes. Given the challenges of implementing reform ideals, the sociomathematical norms construct can be critical in understanding whether reform-oriented teachers use classroom social structure effectively to develop students' mathematically significant beliefs and values, and to enhance their conceptual understanding of mathematics. The classroom practices of 17 reform-oriented second grade U.S. teachers were observed and analyzed. This study supports the growing realization of the reform community that reforming mathematics teaching involves reconceptualizing how students' engagement in the social fabric of the classroom may enable them to develop increasingly sophisticated ways of mathematical knowing and valuing. (Contains 26 references.) (ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).