Engendering Students’ Epistemic Agency in a Mathematics Class at a University in South Africa

Chuene, Kabelo

doi:10.1080/18117295.2021.2015894

Cited by 2 publications

(3 citation statements)

References 27 publications

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“…However, their difference should be mathematically sound for solutions to be accepted as mathematically different (Widjaja, 2012). As learners compare and argue their solutions to come up with a mathematically efficient one, they reach a consensus when their discourse lends to a mathematically acceptable solution (Chuene, 2011). Yackel and Cobb (1996) further clarify that:…”

Section: Literature Reviewmentioning

confidence: 97%

“…Examples of sociomathematical norms include what counts as a mathematically different, sophisticated, efficient, and elegant solution . Mathematically, what counts as mathematically different is observable in interactions, where learners present different solutions to the same task (Chuene, 2011). However, their difference should be mathematically sound for solutions to be accepted as mathematically different (Widjaja, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…research. Studies were conducted in both elementary (Abdulhamid, 2016;Gülburnu & Gürbüz, 2023;Morrison et al, 2021) and secondary (Partanen & Kaasila, 2015;Yenmez & Erbaş, 2023) classrooms while other studies were conducted at institutions of higher learning (Chuene, 2011;Güven & Dede, 2017;Pi et al, 2023;Sánchez & García, 2014;Yackel et al, 2000). All the studies cited here adopted Yackel and Cobb's (1996) view of sociomathematical norms, but the difference was in their purpose and the research questions.…”

Section: Contribution To the Literaturementioning

confidence: 99%

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Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency

Mokwana,

Maoto,

Chuene

2024

EURASIA J Math Sci Tech Ed

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In this paper we use parts of qualitative data from the first author’s doctoral study to explore how transforming existing sociomathematical norms enhance learners’ mathematical proficiency. The study was conducted in a grade 11 mathematics classroom comprising of 23 learners, facilitated by the first author as learners engaged in a mathematical discourse on analytical geometry. Data were gathered through video recording, documents and researcher journal. We adopted Yackel and Cobb’s (1996) interpretive framework and Kilpatrick et al.’s (2001) notion of mathematical proficiency as lenses, which guided the data analysis. We analyzed the data following Polkinghorne’s (1995) narrative analysis method. We found that transforming existing sociomathematical norms to enhance learners’ mathematical proficiency involved a three-stages process: negotiating entry into learners’ existing sociomathematical norms, disrupting learners’ existing sociomathematical norms and constituting ‘new’ sociomathematical norms. As learners developed new taken-as-shared meanings regarding acceptable mathematics explanations, justifications and mathematically different solutions they enhanced their conceptual understanding, procedural fluency, adaptive reasoning, and strategic competence.

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Section: Literature Reviewmentioning

confidence: 97%

Section: Literature Reviewmentioning

confidence: 99%

Section: Contribution To the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency

Mokwana,

Maoto,

Chuene

2024

EURASIA J Math Sci Tech Ed

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Epistemic agency: a link between assessment, knowledge and society

Nieminen,

Ketonen

2023

High Educ

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In this conceptual article, we discuss the idea of students’ epistemic agency as an overlooked link between assessment, knowledge and society. We transcend the contemporary discourses around assessment that focus on its authenticity and student-centredness and instead investigate assessment from the viewpoints of knowledge and knowing. This approach sees assessment as functioning not only as a promoter of student learning but also as a means to prepare students to be responsible graduates and citizens as epistemic agents. First, we adapt the theory of epistemic agency—that is, students’ capability to agentically evaluate, produce, use and transform knowledge—by situating it within the specific context of assessment. Second, we suggest practice-oriented ideas for assessment and feedback design to nurture epistemic agency. Overall, we do not depict epistemic agency as yet another ‘soft skill’ in higher education but as a necessary focal point for assessment that aims to nurture a transformative relationship between students and knowledge. We suggest epistemic agency as a powerful concept in understanding and nurturing the three-way engagement between assessment, knowledge and society. This concept allows us to understand whether and how assessment shapes students as epistemic agents.

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Engendering Students’ Epistemic Agency in a Mathematics Class at a University in South Africa

Cited by 2 publications

References 27 publications

Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency

Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency

Epistemic agency: a link between assessment, knowledge and society

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