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ERIC Number: EJ785523
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0883-0355
Sociomathematical Norms and the Regulation of Problem Solving in Classroom Microcultures
Lopez, Lucie Mottier; Allal, Linda
International Journal of Educational Research, v46 n5 p252-265 2007
The perspective of situated learning offers a theoretical framework for understanding the dialectical relations between the social and the individual dimensions of classroom microculture. The purpose of this article is to show how sociomathematical norms constructed during whole-class discussions provide a reference for the elaboration of mathematical practices and for the interactive regulation of learning. Qualitative data regarding the transition from additive to multiplicative problem solving were collected in two third-grade classrooms during an entire school year. The sociomathematical norms constructed in the two classrooms were identified and compared. An in-depth analysis focusing on two interactive episodes in one classroom showed the forms of regulation of learning that emerged in relation to the norm of ''effectiveness''. Both episodes demonstrated how the processes of regulation resulting from teacher-student interactions incorporated and orchestrated regulations resulting from peer interactions and thereby contributed to the progression of the students' problem-solving procedures.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A