Current Search: social norms (x)
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(1 - 7 of 7)
- Title
- EXAMINING SOCIOMATHEMATICAL NORMS WITHIN THE CONTEXT OF DECIMALS AND FRACTIONS IN A SIXTH GRADE CLASSROOM.
- Creator
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Nardelli, Marino, Dixon, Juli, University of Central Florida
- Abstract / Description
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Social norms are patterns of behavior expected within a particular society in a given situation. Social norms can be shared belief of what is normal and acceptable shapes and enforces the actions of people in a society. In the educational classroom, they are characteristics that constitute the classroom participation structure. Sociomathematical norms are fine-grained aspects of general social norms specifically related to mathematical practices. These can include, but are not limited to, a...
Show moreSocial norms are patterns of behavior expected within a particular society in a given situation. Social norms can be shared belief of what is normal and acceptable shapes and enforces the actions of people in a society. In the educational classroom, they are characteristics that constitute the classroom participation structure. Sociomathematical norms are fine-grained aspects of general social norms specifically related to mathematical practices. These can include, but are not limited to, a student-centered classroom that includes the expectation that the students should present their solution methods by describing actions on mathematical objects rather than simply accounting for calculational manipulations. For this action research study, my goal was to determine if the role of the teacher would influence the social and sociomathematical norms in a mathematics classroom and in what ways are sociomathematical norms reflected in students' written work. I focused specifically on students' mathematics journal writing and taped conversations. I discovered that students tended to not justify their work. Also, I discovered that my idea of justification was not really justification. I learned from this and was able to change my idea of justification. By encouraging the students to socialize in mathematics class, I found that the quality of their dialogue improved. Students readily discussed mathematical concepts within small groups and whole class discussions.
Show less - Date Issued
- 2007
- Identifier
- CFE0001650, ucf:47245
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001650
- Title
- CHALLENGING A TRADITIONAL SOCIAL NORM IN A SECOND GRADE MATHEMATICS CLASSROOM.
- Creator
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Egendoerfer, Lisa, Dixon, Juli K., University of Central Florida
- Abstract / Description
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In an attempt to examine classroom dialogue within a second grade classroom, I encouraged students to participate in mathematics discussions without needing to raise their hands before speaking. I challenged this traditional social norm and established sociomathematical norms as the study progressed. My study showed the effects of this change on the dialogue of students in my classroom. Focus was placed on the participation in classroom discussions when traditional social and...
Show moreIn an attempt to examine classroom dialogue within a second grade classroom, I encouraged students to participate in mathematics discussions without needing to raise their hands before speaking. I challenged this traditional social norm and established sociomathematical norms as the study progressed. My study showed the effects of this change on the dialogue of students in my classroom. Focus was placed on the participation in classroom discussions when traditional social and sociomathematical norms were in place as well as when new norms were established. The study helped determine the effects of student-centered dialogue on conceptual understanding as demonstrated in the students' discussions, participation, and written expression.
Show less - Date Issued
- 2006
- Identifier
- CFE0000946, ucf:46734
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000946
- Title
- Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.
- Creator
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Brooks, Lisa, Dixon, Juli, Andreasen, Janet, Ortiz, Enrique, University of Central Florida
- Abstract / Description
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This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with...
Show moreThis qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with the teacher and students, field notes, and video-recorded lessons over the course of 23 days. An online survey tool was utilized to share selected video of the teacher's instruction. Initial professional development topics were chosen from research in mathematics education related to the social construction of understanding. Ongoing professional development was responsive to what occurred during instruction. The literature suggests that teachers often utilize traditional teaching methods and struggle to deviate from established patterns regardless of their desire to implement change. The teacher in this study learned that allowing students to talk openly provided him with insight into their mathematical conceptions and misconceptions. The students initially viewed mathematics as a set of rules to follow and exhibited the role of passive recipients of information. This changed as students were provided opportunities to participate in discussions and in doing so developed a new understanding of their role during mathematics lessons. Mathematical errors became a catalyst for communication and were viewed by students as opportunities for assisting their peers.
Show less - Date Issued
- 2014
- Identifier
- CFE0005308, ucf:50517
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005308
- Title
- THE INFLUENCE OF DISCOURSE AND JOURNAL WRITING ON SECOND GRADERS' ACQUISITION OF MULTIDIGIT ADDITION CONCEPTS.
- Creator
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Hensley, Elizabeth, Dixon, Juli, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine how second graders use writing and language when they are learning to add multidigit numbers in mathematics class. Second grade students were taught addition conceptually with a focus on sharing their strategies and thought processes with each other during the mathematics lesson. Two social norms were established with students so that sharing information and asking for clarity when they did not understand would be natural and expected. Students kept a...
Show moreThe purpose of this study was to examine how second graders use writing and language when they are learning to add multidigit numbers in mathematics class. Second grade students were taught addition conceptually with a focus on sharing their strategies and thought processes with each other during the mathematics lesson. Two social norms were established with students so that sharing information and asking for clarity when they did not understand would be natural and expected. Students kept a daily mathematics journal to answer the class's Problems of the Day. Patterns found in student journals indicated three stages of multidigit learning. In Stage One, students used little or no words to explain their solution, illustrations show students using counting by ones strategies. Stage Two represents students using appropriate mathematics strategies and vocabulary to explain their solutions in detail. Lastly, Stage Three consists of students solving multidigit problems with little or no word explaining their solution process and illustrations are few. Results of the study indicated that students' oral explanations of solutions to addition problems included more detail compared to students' written justification of similar problems.
Show less - Date Issued
- 2007
- Identifier
- CFE0001670, ucf:47218
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001670
- Title
- SOCIAL NORMS AND COLLEGE DATING VIOLENCE AMONG GAY BISEXUAL TRANSGENDER AND QUEER (GBTQ) STUDENTS.
- Creator
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Rivera, LaShawn, Jasinski, Jana, University of Central Florida
- Abstract / Description
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There is minimal research on Gay, Lesbian, Bisexual, Transgender, and Queer (GBTQ) dating violence on college campuses. This qualitative study was facilitated using focus groups that included students that identified as being GBTQ at the University of Central Florida (UCF). The focus group questions were open ended in a discussion format. Participants were recruited from student organizations like the Gay Lesbian Bisexual Student Union (GLBSU) and Knight Allies on campus. There were a total...
Show moreThere is minimal research on Gay, Lesbian, Bisexual, Transgender, and Queer (GBTQ) dating violence on college campuses. This qualitative study was facilitated using focus groups that included students that identified as being GBTQ at the University of Central Florida (UCF). The focus group questions were open ended in a discussion format. Participants were recruited from student organizations like the Gay Lesbian Bisexual Student Union (GLBSU) and Knight Allies on campus. There were a total of 10 students that participated in 2 different focus group sessions. Student's attitudes, thoughts and opinions about dating violence on college campuses in GBTQ relationships were collected. Additionally, participants provided their own definitions of the term dating violence. The students were most comfortable discussing dating violence among heterosexual couples, but did provide their thoughts about this issue in the GBTQ community. The results show that students had differing ideas on what constitutes a dating relationship, and behaviors that are positive and acceptable in GBTQ relationships, but are not considered socially acceptable. One example of this was public displays of affection. In addition, students identified negative behaviors in violent relationships that seem to follow some of the common themes that were found in the current literature. Participants were not aware of current efforts at UCF to address college campus dating violence from a prevention standpoint, but were familiar with intervention services offered on campus. They provided ideas on social messages that would be effective on campus to raise awareness about dating violence in the GBTQ community.
Show less - Date Issued
- 2009
- Identifier
- CFE0002937, ucf:47974
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002937
- Title
- Undergraduate Prescription Stimulant Misuse: The Impact of Academic Strain, Social Norms, and Gender.
- Creator
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Norman, Lauren, Ford, Jason, Reckdenwald, Amy, Anthony, Amanda, Potter, Roberto, University of Central Florida
- Abstract / Description
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This study investigates the misuse of prescription stimulants among undergraduates for a variety of different purposes, including: academic, other instrumental, and recreational. This research is important as existing literature as well as national level surveillance data indicates a substantial increase in this type of prescription drug misuse, especially among young adults aged 18-25. Drawing from several theoretical frameworks, this research focuses on how academic strain, social norms,...
Show moreThis study investigates the misuse of prescription stimulants among undergraduates for a variety of different purposes, including: academic, other instrumental, and recreational. This research is important as existing literature as well as national level surveillance data indicates a substantial increase in this type of prescription drug misuse, especially among young adults aged 18-25. Drawing from several theoretical frameworks, this research focuses on how academic strain, social norms, and gender influence prescription stimulant misuse among undergraduates. Roughly 900 quantitative surveys were collected that specifically address undergraduate prescription stimulant misuse. The results indicate that college students are at an increased likelihood of misusing prescription stimulants if they experienced academic impediments and/or grade strain during the past academic year. Additionally, the findings show that undergraduates who have accepting attitudes of prescription stimulant misuse and who have peers that misuse prescription stimulants are also at an increased likelihood of misusing prescription stimulants. Furthermore, males were at an increased likelihood of prescription stimulant misuse for academic purposes if they had experienced grade strain during the past academic year in comparison to their female counterparts. Female undergraduates, on the other hand, were four times more likely than male undergraduates to obtain prescription stimulants from their close friends for free.
Show less - Date Issued
- 2015
- Identifier
- CFE0005854, ucf:50908
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005854
- Title
- Modeling social norms in real-world agent-based simulations.
- Creator
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Beheshti, Rahmatollah, Sukthankar, Gita, Boloni, Ladislau, Wu, Annie, Swarup, Samarth, University of Central Florida
- Abstract / Description
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Studying and simulating social systems including human groups and societies can be a complex problem. In order to build a model that simulates humans' actions, it is necessary to consider the major factors that affect human behavior. Norms are one of these factors: social norms are the customary rules that govern behavior in groups and societies. Norms are everywhere around us, from the way people handshake or bow to the clothes they wear. They play a large role in determining our behaviors....
Show moreStudying and simulating social systems including human groups and societies can be a complex problem. In order to build a model that simulates humans' actions, it is necessary to consider the major factors that affect human behavior. Norms are one of these factors: social norms are the customary rules that govern behavior in groups and societies. Norms are everywhere around us, from the way people handshake or bow to the clothes they wear. They play a large role in determining our behaviors. Studies on norms are much older than the age of computer science, since normative studies have been a classic topic in sociology, psychology, philosophy and law. Various theories have been put forth about the functioning of social norms. Although an extensive amount of research on norms has been performed during the recent years, there remains a significant gap between current models and models that can explain real-world normative behaviors. Most of the existing work on norms focuses on abstract applications, and very few realistic normative simulations of human societies can be found. The contributions of this dissertation include the following: 1) a new hybrid technique based on agent-based modeling and Markov Chain Monte Carlo is introduced. This method is used to prepare a smoking case study for applying normative models. 2) This hybrid technique is described using category theory, which is a mathematical theory focusing on relations rather than objects. 3) The relationship between norm emergence in social networks and the theory of tipping points is studied. 4) A new lightweight normative architecture for studying smoking cessation trends is introduced. This architecture is then extended to a more general normative framework that can be used to model real-world normative behaviors. The final normative architecture considers cognitive and social aspects of norm formation in human societies. Normative architectures based on only one of these two aspects exist in the literature, but a normative architecture that effectively includes both of these two is missing.
Show less - Date Issued
- 2015
- Identifier
- CFE0005577, ucf:50244
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005577
