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.
Publication Title
Eurasia Journal of Mathematics, Science and Technology Education
Document Type
Article
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
Recommended Citation
Soto-Johnson, Hortensia; Yestness, Nissa; and Dalton, Casey, "Students' Perceptions of Sense of Community in Abstract Algebra: Contributing Factors and Benefits" (2008). Mathematical Sciences Faculty Publications. 2.
https://digscholarship.unco.edu/mathfacpub/2