Abstract
Abstract
This study investigates social, mathematical, and sociomathematical norms perceived by college students in an engineering mathematics course and examines the students’ sense of mathematics as signals of individual merit. Data sources include a survey and one-on-one interviews with 38 students. The findings help illustrate student perceptions of academic social norms in a large-lecture course represented by the acquisition model of learning in college, detached from communal and collaborative disciplinary practices. Findings provide insights into the local educational context of an East Asian country as a case study when exam-oriented mathematics is institutionalized as normalcy.
Publisher
Springer Science and Business Media LLC
Subject
Education,General Mathematics
Reference86 articles.
1. Alcock, L., & Simpson, A. (2002). Definitions: Dealing with categories mathematically. For the Learning of Mathematics, 22(2), 28–34. Retrieved July 10, 2021, from http://www.jstor.org/stable/40248389
2. Bauersfeld, H. (1980). Hidden dimensions in the so-called reality of a mathematics classroom. Educational Studies in Mathematics, 11, 23–41. https://doi.org/10.1007/BF00369158
3. Bicchieri, C. (2006). The grammar of society: The nature and dynamics of social norms. Cambridge University Press.
4. Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Kluwer Academic Publishers.
5. Biza, I., Jaworski, B., & Hemmi, K. (2014). Communities in university mathematics. Research in Mathematics Education, 16(2), 161–176.
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献