Examining Sociocultural Contexts of Classrooms to Foster Student Mathematical Discourse and Learning

Authors

Melva R. Grant, Old Dominion UniversityFollow

Document Type

Conference Paper

Publication Date

2010

Publication Title

Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Pages

444-451

Abstract

Mathematics learning and teaching are optimized in classrooms when reform-oriented culture (ROC) is present. This report presents a case study that illustrates how ROC manifested and influenced mathematical Discourses in one sixth-grade classroom. The data was drawn from a study that addressed the question: How do classroom interactions influence mathematical Discourses? The study used interpretive methodology for analysis. One finding was that classroom boundary interactions either enhanced or hindered mathematical Discourses dependent upon sociocultural context alignments. An implication of this research is when “effective” learning and/or teaching strategies are identified, “effective” implementation may require paying close attention to sociocultural context alignment.

Comments

Included with the kind permission of the author.

© 2010 by the author.

ORCID

0000-0001-5396-0732 (Grant)

Original Publication Citation

Grant, M. (2010). Examining sociocultural contexts of classrooms to foster student mathematical discourse and learning. In P. Brosnan, D.B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American chapter of the international group for the psychology of mathematics education. Columbus, Ohio. (pp. 444-451). The Ohio State University. http://www.pmena.org/proceedings/

Repository Citation

Grant, Melva R., "Examining Sociocultural Contexts of Classrooms to Foster Student Mathematical Discourse and Learning" (2010). Teaching & Learning Faculty Publications. 163.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/163