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

By K. McClain, Paul Cobb. 2001

227 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7c1c04b1e2d2cdd0fc04f8308b3fb6d75e990583

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Citations in the corpus

Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners (2008, background): “…Castro-Filho, & Wilhelm, 2000; Fennema et al., 1993; Higgins, Irwin, Thomas, Trinick, & Young Loveridge, 2005; Kahle, Meece, & Scantlebury, 2000; McClain & Cobb, 2001; Palincsar, Magnusson, Marano, Ford, & Brown, 1998; Parke & Coble, 1997; Raghavan, Cohen-Regev, & Strobel, 2001; Saxe et al.,…”
Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, background): “Through critically examining others’ reasoning and participating in disagreement resolution, students learn to monitor their thinking, which in turn fosters their mathematical reasoning concepts (e.g., Artz & Yaloz-Femia, 1999; McClain & Cobb, 2001).”
The development of flexibility in equation solving (2006, background): “…have found that students hold idiosyncratic perceptions of what it means for one strategy to better than another, including subjective criteria such as personal like/dislike or the neatness and organization of the written strategy (Franke & Carey, 1997; McClain & Cobb, 2001; Star & Madnani, 2004).”
The Role of Contexts and Teacher's Questioning to Enhance Students' Thinking. (2010, background): “McClain and Cobb (2001) advocate a pro-active role for mathematics teachers to support students’ learning by developing positive classroom norms.”
Teaching and Learning Fraction Addition on Number Lines (2008, background): “…and Individual Cognition As part of their design research, Cobb and colleagues (e.g., Bowers, Cobb, & McClain, 1999; Cobb, 1999; Cobb, Stephan, McClain, & Gravemeijer, 2001; McClain & Cobb, 2001) have developed the emergent perspective that coordinates social and individual psychological nalyses.”
How Informal Out-of-School Mathematics Can Help Students Make Sense of Formal In-School Mathematics: The Case of Multiplying by Decimal Numbers (2005, methodology): “When comparing their solutions, the children began to treat the solutions and explanations of others as “generators of meaning” rather than self-enclosed messages that were to be carefully understood (McClain & Cobb, 2001).”
How "Focusing Phenomena" in the Instructional Environment Support Individual Students' Generalizations (2003, methodology): “It involves constantly comparing data as they are analyzed against conjectures generated thus far in the data analysis and revising conjectures accordingly (Cobb & Whitenack, 1996; McClain & Cobb, 2001).”
Supporting Preservice Teachers' Understanding of Place Value and Multidigit Arithmetic (2003, background): “These support mechanisms include the sequence of instructional tasks, the use of the preservice teachers’ inscriptions and solutions as a focus of whole-class discussions (cf. McClain, 2000), and the norms for argumentation (cf. McClain & Cobb, 2001; Yackel & Cobb, 1996).”
Online Discussion and Self-Regulated Learning: Effects of Instructional Methods on Mathematical Literacy (2006, background): “By critically examining others’ reasoning and participating in the resolution of disagreements, students learn to monitor their thinking when they reason about important mathematical concepts (e.g., Artz & Yaloz-Femia, 1999; McClain & Cobb, 2001).”
A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002, background): “…microculture that we differentiate, sociomathematical norms, deals with normative aspects of classroom action and interaction that are specific to mathematics (Hershkowitz & Schwartz, 1999; Lampert, 1990; McClain & Cobb, 2001; Sfard, 2000a; Simon & Blume, 1996; Voigt, 1995; Yackel & Cobb, 1996).”