Event Detail

Event Type: 
REU Colloquium
Friday, July 17, 2020 - 10:00 to 10:45
Zoom - Email Holly for Link

In this talk, we share the story of an undergraduate inquiry-based learning Real Analysis during the COVID-19 health pandemic of Spring 2020. Branwen was collecting observational classroom data (as well as student and professor interview data) during the entire Spring 2020 term, including the emergency transition to remote instruction. This enabled her to capture an intimate look at how one classroom handled the unexpected and difficult transition to remote instruction. In light of the positive experience that students described in their interviews, we decided to investigate what classroom norms assisted in a successful remote transition. We share three types of norms as presented in Cobb and Yackel’s (1996) interpretive framework: classroom social norms, sociomathematical norms, and classroom mathematical practices. We consider how viewing these norms through the lens of Gutiérrez’s (2018) work on dimensions of rehumanizing mathematics led to the maintaining, negotiating, and strengthening of the norms and the classroom community. Ultimately, we hope to use these frameworks to exemplify what contributed to resiliency and successful negotiation of a difficult situation among the students and professor. This case of one classroom highlights the importance of establishing classroom and community norms and the value of humanizing mathematics for students. This presentation comes from work that is currently submitted to the Educational Studies in Mathematics Journal, is jointly authored with Dr. Elise Lockwood, and is part of the data collection for Branwen’s Ph.D. dissertation.