An Analysis of Development of Sociomathematical Norms in One First-Grade Classroom

Journal for Research in Mathematics Education

Volumn 32, Issue 3, 2001, Pages 236-266

  McClain, Kay ^a   Cobb, Paul ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

Communication; Early childhood; K 4; Longitudinal studies; Mental arithmetic; Teaching practice

Indexed keywords

EID: 0035615290     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.2307/749827     Document Type: Article

References (40)

1. Ball, D. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90, 449-466.
2. Ball, D. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93, 373-397.
3. Bloor, D. (1976). Knowledge and social imagery. London: Routledge and Kegan Paul.
4. Bowers, J. & Nickerson, S. (1998. April). Documenting the development of a collective conceptual orientation in a college-level mathematics course. Paper presented at the annual meeting of the American Education Research Association, San Diego.
5. Carpenter, T., & Fennema, E. (1991). Research and cognitively guided instruction. In E. Fennema, T.P. Carpenter, & S.J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 1-16). Albany, NY: SUNY Press.
6. Cobb, P. (1989). Experiential, cognitive, and anthropological perspectives in mathematics education. For the Learning of Mathematics, 9(2), 32-42.
7. Cobb, P., Boufi, A., McClain, K., & Whitenack, J. (1997). Reflective discourse and collective reflection. Journal for Research in Mathematics Education, 28, 258-277.
8. Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (1997). Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom. In D. Kirshner & J.A. Whitson (Eds.), Situated cognition theory: Social, semiotic, and psychological perspectives (pp. 151-234). Hillsdale, NJ: Lawrence Erlbaum Associates.
9. Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (in press). Participating in classroom mathematical practices. Journal for the Learning Sciences.
10. Cobb, P., & Whitenack, J. (1996). A method for conducting longitudinal analysis of classroom videorecordings and transcripts. Educational Studies in Mathematics, 30, 213-228.
11. Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29, 573-604.
12. Cobb, P., Wood, T., & Yackel, E. (1993). Discourse, mathematical thinking, and classroom practice. In N. Minick, E. Forman, & A. Stone (Eds.), Education and mind: Institutional, social, and developmental processes (pp. 91-119). New York: Oxford University Press.
13. Cobb, P., Yackel, E., & Wood, T. (1991). Curriculum and teacher development: Psychological and anthropological perspectives. In E. Fennema, T.P. Carpenter, & S.J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 83-120). Albany, NY: SUNY Press.
14. Franke, M.L., Carpenter, T.P., Levi, L., & Fennema, E. (1998, April). Capturing teachers' generative change: A follow-up study of teachers' professional development in mathematics. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
15. Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
16. Gravemeijer, K., Cobb, P., Bowers, J., & Whitenack, J. (2000). Symbolizing, modeling and instructional design. In P. Cobb, E. Yackel, & K. McClain, (Eds.) Mathematizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design. (pp. 225-274). Mahwah, NJ: Lawrence Erlbaum Associates.
17. Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22, 170-218.
18. Hershkowitz, R., & Schwartz, B. (1999). The emergent perspective in rich learning environments: Some roles of tools and activities in the construction of sociomathematical norms. Educational Studies in Mathematics, 39(1/3), 149-166.
19. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.
20. Maher, C.A. (1987). The teacher as designer, implementer, and evaluator of children's mathematical learning environments. Journal of Mathematical Behavior, 6, 295-303.
21. McClain, K. (1995). An analysis of the teacher's proactive role in supporting students' mathematical development. Unpublished doctoral dissertation. Vanderbilt University, Nashville, TN.
22. McClain, K. (2000). The teacher's role in supporting the emergence of ways of symbolizing. Journal of Mathematical Behavior, 19, 189-207.
23. McClain, K. & Cobb, P. (2000). Patterning and partitioning: Early number concepts. In J. Copley (Ed.) Mathematics in the early years. (pp. 112-118). Reston, VA: National Council of Teachers of Mathematics.
24. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
25. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: NCTM.
26. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
27. Sfard, A. (2000). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2, 157-189.
28. Sfard, A. & Linchevski, L. (1994). The gains and pitfalls of reification - The case of algebra. Educational Studies in Mathematics, 26, 191-228.
29. Simon, M. (1997). Developing new models of mathematics teaching: An imperative for research on mathematics teacher development. In E. Fennema & B. Nelson. (Eds.), Mathematics teachers in transition. (pp. 55-86). Hillsdale, NJ: Lawrence Erlbaum Associates.
30. Simon, M.A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114-145.
31. Simon, M.A. & Blume, G.W. (1996). Justification in the mathematics classroom: A study of prospective elementary teachers. Journal of Mathematical Behavior, 15, 3-31.
32. Simon, M. & Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics, 22, 309-331.
33. Smith, J. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27, 387-402.
34. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning. (pp. 127-146). New York: Macmillan.
35. Treffers, A. (1991). Didactical background of a mathematics program for primary education. In L. Streefland (Ed.), Realistic mathematics education in primary school (pp. 21-57). Utrecht, The Netherlands: CD-ß Press.
36. van den Brink, F. J. (1989). Realistisch rekenonderwijs aan jonge kinderer. Utrecht, The Netherlands: Vakgroep Onderzoek Wiskundeonderwijs & Onder wijscomputer Centrum, Rijksuniversiteit, Utrecht.
37. Voigt, J. (1995). Thematic patterns of interaction and sociomathematical norms. In P. Cobb & H. Bauersfeld (Eds.), The Emergence of mathematical meaning: Interaction in classroom cultures (pp. 163-202). Hillsdale, NJ: Lawrence Erlbaum Associates.
38. Wertsch, J. V., & Toma, C. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159-174). Hillsdale, NJ: Lawrence Erlbaum Associates.
39. Whitenack, J. (1995). Modeling, mathematizing, and mathematical learning as it is situated in the classroom microculture. Unpublished doctoral dissertation, Vanderbilt University, Nashville, TN.
40. Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentations and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.