Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/919
Title: Sociomathematical Participation: Participatory Culture and Mathematics Pre--Service Teacher Education
Authors: Holden, Jeremiah I.
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Holden, J. I. (2013). Sociomathematical Participation: Participatory Culture and Mathematics Pre--Service Teacher Education. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) (2013). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 - Short papers, Panels, Posters, Demos & Community Events. International Society of the Learning Sciences. pp. 271-272.
Abstract: Despite intersections between discipline-specific mathematics content and classroom social norms and learning practices, little research documents relations between social and mathematical activity as examined through social and digital media. Drawing upon complementary theoretical perspectives concerning social media and mathematical activity, this research investigated the participatory culture of mathematics pre-service teachers. Data suggest multiple social practices, including collective intelligence, distributed cognition, and appropriation, that were exhibited through a discursive classroom activity structure.
URI: https://doi.dx.org/10.22318/cscl2013.V2-271-272
https://repository.isls.org/handle/1/919
Appears in Collections:CSCL 2013

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