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Sociomathematical norms and the teacher's mathematical belief: A case study from a Korean in-service elementary teacher

Title
Sociomathematical norms and the teacher's mathematical belief: A case study from a Korean in-service elementary teacher
Authors
Kang, Seon MiKim, Min Kyeong
Ewha Authors
김민경강선미
SCOPUS Author ID
김민경scopus
Issue Date
2016
Journal Title
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
ISSN
1305-8215JCR Link1305-8223JCR Link
Citation
vol. 12, no. 10, pp. 2733 - 2751
Keywords
elementary mathematics classroommathematical beliefmathematics classroom culturesociomathematical norms
Publisher
EURASIA
Indexed
SSCI; SCOPUS WOS scopus
Abstract
The beliefs of teacher regarding their students' learning in mathematics are an essential factor due to their importance in developing a desirable mathematics classroom culture. The purpose of this study is to investigate the mutual relationship between the construction of sociomathematical norms in classroom mathematical culture and teachers' beliefs. We observed 13 sessions of a fourth grade elementary mathematics class for two periods totaling one year, and conducted interviews with the elementary teacher and students who participated in this study. The study results revealed that the mathematical belief of the elementary school teacher was reflected in the decision making for mathematics instruction, and greatly influenced the purpose, contents and methods of the mathematics class, which contributed to creating sociomathematical norms, or repeated patterns appearing between the teacher and students.
DOI
10.12973/eurasia.2016.1308a
Appears in Collections:
사범대학 > 초등교육과 > Journal papers
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