Creator

Jeffrey J. King

Advisor

Karakok, Gulden

Committee Member

Powers, Robert

Committee Member

Miller, Nathaniel

Department

Educational Mathematics

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

8-2017

Genre

Thesis

Extent

423 pages

Digital Origin

Born digital

Abstract

This qualitative study describes mathematics majors socially adapting to perform mathematical tasks. An advanced undergraduate geometry class was observed for social and socio-mathematical norms. Three pairs of two students engaged in three task-based, semi-structured interviews: paired, individually, then paired again, solving the Seven Bridges of Königsberg and related tasks. A fourth stimulated-recall interview was performed using episodes from the last paired interview. Interview discourses were coded for structure and function to analyze the mathematical practices performed by each pair as shaped by their social interactions. These codes were then inductively analyzed for themes. Findings include: 1) the emergent norms of building and referencing consensus, levels of student autonomy, and differing forms of argumentation in the classroom, 2) the repeated use of diagrams and conjectures that were developed in the paired settings, and 3) the lack of use of diagrams and conjectures that were developed during individual settings. A model framing transfer as social adaptation is introduced, and implications for research, teaching, and policy are discussed.

Degree type

PhD

Degree Name

Doctoral

Language

English

Local Identifiers

King_unco_0161D_10590

Rights Statement

Copyright is held by the author.

Available for download on Thursday, August 01, 2019

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