Abstract
In this paper the lens of Symbolic Interactionism is used to examine the changing norms of a 6th grade classroom in which two teachers attempt to implement the ideas of “reform” cognitively demanding and discourse rich instruction. The findings point to tensions between the declared norms of “it’s OK to be wrong” and the teachers’ unreflective emotional alignment with students’ embarrassments and frustrations that adhere to the old norms. The paper concludes with the importance of attending to emotions in situations of change to further teachers’ success in implementing cognitively demanding and discussion-based instruction.
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Acknowledgements
The present research was funded by the Spencer foundation grant no. 201500080 and by the postdoctoral funds of Prof. Lauren Resnick from University of Pittsburgh. I wish to thank my co-PIs: Margaret Smith, Victoria Bill, and my research team: Musumbi (Jose-Guy) Martin, Hanna Kim and Catherine Stainton for making this research possible.
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Heyd-Metzuyanim, E. (2017). Emotional Expressions as a Window to Processes of Change in a Mathematics Classroom’s Culture. In: Andrà, C., Brunetto, D., Levenson, E., Liljedahl, P. (eds) Teaching and Learning in Maths Classrooms. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-49232-2_13
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DOI: https://doi.org/10.1007/978-3-319-49232-2_13
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