Social and sociomathematical norms in an advanced undergraduate mathematics course

135 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Examining individual and collective level mathematical progress (2014, background): “Yackel, Rasmussen, and King (2000) documented the emergence and constitution of particular social and sociomathematical norms in a undergraduate differential equations class.”
The Effect of Authority on the Persuasiveness of Mathematical Arguments (2009, background): “Yackel, Rasmussen, and King (2000), for example, found that within the classroom culture of a differential equations course “because that’s the rule” constituted a legitimate mathematical explanation; in contrast, entirely procedural explanations were considered illegitimate, and were challenged.”
What we can learn from analyzing the teacher’s role in collective argumentation (2002, result): “The results of earlier teaching experiments demonstrate both that these norms were constituted in the differential equations classes and the means by which the instructor initiated the negotiation of these norms (Yackel, 2001; Yackel & Rasmussen, in press; Yackel, Rasmussen, & King, 2001 ).”
Concept image revisited (2008, background): “The nearest we have found in the mathematics education literature to authors who critically attend to context referring to this construct is Yackel et al. (2000) article on sociomathematical norms in an undergraduate differential equations class (and they simply note Tall and Vinner (1981) in a li”