PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Juxtaposing a collective mathematical activity framework with sociomathematical norms
Page: 671
We utilize two analyses to confirm a multidimensional framework for analyzing contributions to classroom discourse, previous analysis using the framework and analysis of instances of sociomathematical norm negotiation juxtaposed with it (Cobb & Yackel, 1996). The framework considers social, epistemic, and argumentative activities exhibited in talk-turns during whole class discussion. In this study we show that collective and individual development occurred in an inquiry-oriented differential equations course and discuss patterns in ways learning partners participated in whole class discussions during sociomathematical norm negotiation.