Students do not always evaluate explanations based on the mathematics despite their teacher's effort to be the guide-on-the-side and delegate evaluation to the students. This case study examined how the use of three features of the Discourse—authority, sociomathematical norms, and classroom mathematical practices—impacted students' evaluation and contributed to students' failure to evaluate. By studying three pre-service elementary school students' evaluation methods, it was found that the students applied different types of each of the features of the Discourse and employed them at different times. The way that the features of the Discourse were used contributed to some of the difficulties that the participants experienced in their evaluation of explanations. The results suggest that researchers in the field must come to believe that resistance to teaching methods is not the only reason for student failure to evaluate mathematical explanations and that authority is operating in the classroom even when the teacher is acting as the guide on the side. The framework developed for the study will be valuable for researchers who continue to use for their investigation of individual student's participation in mathematical activity.
College and Department
Physical and Mathematical Sciences; Mathematics Education
BYU ScholarsArchive Citation
Hulet, Ashley Burgess, "Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom" (2015). Theses and Dissertations. 5715.
mathematics education, evaluation, authority, sociomathematical norms, classroom mathematical practices, inquiry-based teaching