RUME 27
2025
Alexandria, Virginia
Explicit Group Norm Framing by MGTAs
Page: 1245
Considerable attention has been given to the role of Mathematics Graduate Teaching Assistants (MGTAs) in fostering classroom norms. This is especially pertinent in active learning settings where students extensively engage in group work with minimal direct instruction. Social stereotypes can be pervasive within small group dynamics, often hindering participation of students in mathematical discourse. Implementing explicit classroom norms is an effective strategy to promote a more inclusive distribution of learning opportunities. However, more research is needed on how these norms are enacted and supported. Our findings reveal significant differences between MGTAs who consistently frame group norms and those who do not, highlighting the benefits of explicit norm framing for promoting meaningful discussions, structuring group work, and ensuring inclusivity. These results underscore the importance of professional development focused on norm setting to enhance inclusive student engagement in mathematics classrooms.