Learning opportunities and negotiating social norms in mathematics class discussion |
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| Authors: | Jane-Jane LO Grayson H Wheatley |
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| Institution: | (1) Department of Education Kennedy Hall, Cornell University, 14850 Ithaca, New York, U.S.A |
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| Abstract: | In this paper, we describe our current understanding of the relationship between learning opportunities and the negotiation of social norms in mathematics class discussion. With supportive social norms, a student non-acceptance can lead to constructive discussion in which students compare, contrast, elaborate and refute mathematics assertions just as mathematicians do. Under this circumstance, opportunities for learning are ample because students are more likely to find a situation problematic during inquiry activities. However, incompatible interpretations often cause emotional responses. Negative emotional responses, when not dealt with appropriately, tend to discourage students from participating in inquiry activities. Therefore, teachers need to take an active role in helping students interpret such situations through negotiating social norms. The negotiation of social norms makes possible the negotiation of mathematical meaning. |
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