A student’s perception of CAS-related sociomathematical norms surrounding teacher change in the classroom
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A student’s perception of CAS-related sociomathematical norms surrounding teacher change in the classroom. / Thomas Jankvist, Uffe; Misfeldt, Morten; Møllegaard Iversen, Steffen.
MEDA - Mathematics Education in the Digital Age. ed. / Hans-Georg Weigand; Alison Clark-Wilson; Ana Donevska-Todorova; Eleonora Faggiano; Niels Grønbæk; Jana Trgalova. Koebenhavns Universitet, 2018. p. 131-138.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - A student’s perception of CAS-related sociomathematical norms surrounding teacher change in the classroom
AU - Thomas Jankvist, Uffe
AU - Misfeldt, Morten
AU - Møllegaard Iversen, Steffen
PY - 2018
Y1 - 2018
N2 - In this paper, we investigate the use of CAS in Danish upper secondary school from a norms perspective. The construct of sociomathematical norms is used to understand the potential influence that CAS may have on the rules (and values) in the mathematics classroom. We focus on a situation of teacher change, where the different teachers enact different norm sets related to students’ CAS use in their mathematical work. We zoom in on one student’s perception of this, and find that the teachers’ CAS policies have a direct influence on how students’ navigate in their mathematical work. In particular, the alignment between teachers’ endorsed and enacted norms as well as the extent to which the norms impose judgement on the students’ behalf in relation to CAS use play a major role in this respect.
AB - In this paper, we investigate the use of CAS in Danish upper secondary school from a norms perspective. The construct of sociomathematical norms is used to understand the potential influence that CAS may have on the rules (and values) in the mathematics classroom. We focus on a situation of teacher change, where the different teachers enact different norm sets related to students’ CAS use in their mathematical work. We zoom in on one student’s perception of this, and find that the teachers’ CAS policies have a direct influence on how students’ navigate in their mathematical work. In particular, the alignment between teachers’ endorsed and enacted norms as well as the extent to which the norms impose judgement on the students’ behalf in relation to CAS use play a major role in this respect.
KW - CAS
KW - CAS policy
KW - socio-mathematical norms
KW - teacher change
M3 - Article in proceedings
SP - 131
EP - 138
BT - MEDA - Mathematics Education in the Digital Age
A2 - Weigand, Hans-Georg
A2 - Clark-Wilson, Alison
A2 - Donevska-Todorova, Ana
A2 - Faggiano, Eleonora
A2 - Grønbæk, Niels
A2 - Trgalova, Jana
PB - Koebenhavns Universitet
ER -
ID: 231944361