Date Created

2008

Abstract

In this phenomenological study, we explore how multiple assessments contribute to creating a sense of community (SOC) in an undergraduate abstract algebra course. Strike (2004) describes community as a process rather than a feeling and outlines four characteristics of community: coherence, cohesion, care, and contact. In this report, we describe contributing factors to and perceived benefits of SOC that students provided in an open-ended interview. Our findings indicate students viewed the teacher and the classroom environment as the primary sources of creating a SOC. Our findings also suggest students believed the SOC of the classroom increased classroom interaction and opened the doors of communication between students and with the instructor. The contributing factors align with Strike’s and McMillan and Chavis’ (1986) definitions of community, support social cognitive theory, and serve as a model for building a SOC in the classroom.

Document Type

Article

Publication Title

Eurasia Journal of Mathematics, Science and Technology Education

ISSN

1305-8223

Volume

4

Issue

4

First Page

373

Last Page

380

Keywords

Abstract algebra; Multiple assessments; Mathematics classroom; Sense of community

Place of Publication

Turkey

Rights Statement

Copyright is held by the author.

Extent

8 pages

Digital Origin

Born digital

Language

English

Publisher

Erasia Publishing House

Included in

Algebra Commons

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