Abstract/Details

Non-traditional socio-mathematical norms in undergraduate real analysis


2009 2009

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Abstract (summary)

This study builds upon the framework of classroom norms (Cobb, Wood, & Yackel, 1993) and socio-mathematical norms (Cobb & Yackel, 1996) to understand how non-traditional socio-mathematical norms influence student reasoning and transitions to advanced mathematical thinking in undergraduate real analysis. The research involves a qualitative investigation of classroom instruction and interactions, student and instructor interviews, and class exams. The study explores the roles of each norm as the students constructed understanding of advanced mathematics and transitioned to advanced mathematical thinking. I define "non-traditional" according to research accounts of traditional instruction in proof-based mathematics courses and considerations on the culture of the mathematics community. Evidence from this study indicates that classrooms in which students participate in constructing mathematics and act as mathematical validators strongly facilitates the transition to advanced modes of mathematical thinking and promotes students' mathematical autonomy. Students moved toward mathematical mindsets common to mathematicians by practicing the creative and constructive processes similar to research mathematicians. These norms led the classes to operate as microcosms of the greater mathematical community and institutionalize meaning as a classroom community (Cobb, 1989).

Indexing (details)


Subject
Mathematics education;
Nontraditional students;
Social psychology;
Analysis
Classification
0280: Mathematics education
Identifier / keyword
Education; Advanced mathematical thinking; Mathematics education; Proofs; Real analysis; Sociomathematical norms; Undergraduates
Title
Non-traditional socio-mathematical norms in undergraduate real analysis
Author
Dawkins, Paul Christian
Number of pages
222
Publication year
2009
Degree date
2009
School code
2502
Source
DAI-A 71/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109635157
Advisor
Epperson, James A. Mendoza
Committee member
Hawkins, D.L.; Jorgensen, Theresa; Kribs Zaleta, Christopher; Sun-Mitchell, Shan
University/institution
The University of Texas at Arlington
Department
Mathematics
University location
United States -- Texas
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3391404
ProQuest document ID
305179695
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305179695
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