This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse. When participants explained why, they used specific quantities or symbolic representations of functions to justify why function graphs have particular visual features. When participants engaged in emergent shape discourse, they coordinated change between covarying quantities to justify why function graphs behave in certain ways. This study provides evidence that online settings can provide context for mathematics teachers engaging in legitimate collaborative mathematical activity and that activity can be enhanced by participation in discourse featuring specific sociomathematical norms. We discuss conjectures regarding the potential of reflective discussion activities paired with the Notice and Wonder Framework to support the emergence of generative sociomathematical norms. We also discuss potential relationships between characteristics of participants’ mathematical discourse and their membership with the core and periphery of a social network.
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The data that support the findings of this study are not openly available in order to protect the identity of the participants. The data are available from the corresponding author upon reasonable request.
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This material is based upon work supported by the National Science Foundation under Grant Nos. 1222355 and 2010306. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
This material is based upon work supported by the National Science Foundation under Grant Nos. 1222355 and 2010306.
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The authors have no conflicts of interest to declare that are relevant to the content of this article.
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This study was approved by the second author’s Institutional Review Board and all participants in this study consented to participate.
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The authors would like to thank Valerie Klein and Wesley Shumar of Drexel University for their ongoing collaboration and support of the research described in this manuscript. The authors would also like to thank Pat Thompson for the development of the tasks used in this research.
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Matranga, A., Silverman, J. Documenting two emerging sociomathematical norms for examining functions in mathematics teachers’ online asynchronous discussions. J Math Teacher Educ (2022). https://doi.org/10.1007/s10857-022-09563-2