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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p117500_index.html Direct Link: HTML Code:

Zebian, Samar. "Sociomathematical norms in Lebanese classrooms and their relationship to higher order critical thinking in students: Some different conceptual starting points for mathematics teaching and learning" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117500_index.html>

Zebian, S. , 2004-10-21 "Sociomathematical norms in Lebanese classrooms and their relationship to higher order critical thinking in students: Some different conceptual starting points for mathematics teaching and learning" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada <Not Available>. 2009-05-26 from http://www.allacademic.com/meta/p117500_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: The current study is part of a series of studies of the Mathematics Instructional Reform for All in Lebanon (MARAL) video study (Henningsen & Zebian, 2003). MARAL is a national research and teacher development project which studies higher order thinking in elementary mathematics classrooms in Lebanon. The main aim of the current study is to examine the social and sociomathematical norms in elementary Lebanese mathematics classrooms and the relationship to levels of higher order student thinking. Social constructivist approaches to the development of mathematical thinking clearly establishes the direct influence of social processes on mathematical thinking (Cobb, McClain, Stephan, Gravemeijer, in press; Kazemi, 1998; Lampert, 1999; Stigler, Gallimore, Hiebert, 2000; Stigler & Hiebert, 1997, 1998; Whitenack & Yackel, 2002). However, much less work has been done on the socio-cultural processes in non-North American contexts, and no known research is available on social norms in modern Arab classrooms (for a notable exception of detailed cross-cultural work see Stigler & Hiebert, 1998, TIMMs video study, 1999). The current investigations look deeper into the social processes in Lebanese classrooms to examine two broad issues. First, what are the socio-mathematical norms observed in Lebanese elementary mathematics classrooms. We will attempt to offer qualitative data that describes the social processes, while avoiding culturally inappropriate frameworks and comparisons that direct attention to normative systems that are incongruent with the cultural context. Preliminary analyses of the MARAL video data suggests some interesting classroom norms. For example, preliminary analysis suggests that there is a very strong emphasis on verbally-based mathematics and a de-emphasis on written mathematical problem solving and written representations. One is led to question whether and how higher order thinking can be supported in classrooms where there is a strong commitment to verbally-based mathematical practices. Taking another observation, teachers have been observed to strongly support socially distributed thinking or whole class collaborative thinking. Another salient and pervasive observation, was the high level of student motivation in the math classroom. Students in Lebanese classrooms participate vigourously. It will be significant to study interactive processes that reveal a commitment to the motivational processes of learning. The current study will look more systematically at these preliminary observations and examine how they are enacted and embodied in classroom practices. The second objective of the current study is to examine what socio-mathematical processes are typical of classrooms where students are involved in higher order mathematical thinking. The Classroom Observation Instrument adapted for the Lebanese context will be used to assess the level of higher order student thinking (COI-L, adapted from The Classroom Observation Instrument (COI, Stein, Grover, & Silver, 1991). Method Participants The current study will involve the analysis of thirty video taped elementary mathematics lessons that have been selected from the central database of the MARAL Project, MAthematics instructional Reform for All in Lebanon (Henningsen & Zebian, 2003). Approximately 50 schools, both public and private, across the country are involved in MARAL’s teacher development workshops. A smaller sub set of these schools, 4 public and 8 private, were the sites of our intense research efforts which involved video observations of classrooms, informal classroom observations, and teacher interviews. The video database consists of 249 taped mathematics lessons from grades 1 through 6 during the 2002-2003 academic year. The case lessons employed in the current study involve full unit case observations conducted in grade three classrooms in the Fall 2002, and Spring of 2003 in 4 Beiruti private schools. The schools represented in the data service students of varying SES levels, ethnic, and religious background. The schools are not private schools for the middle class, but rather service a very diverse cross-section of the urban Lebanese student population. What distinguishes these schools from others in Beirut, is that the administration and teachers in these schools are interested in the development of their mathematics programs and volunteered to partake in the MARAL project. Materials There are different aspects of sociomathematical norms that situate learning in the classroom; norms embodied in the structure of activity systems, physical aspects of the classroom, in classroom tools and artefacts, social interaction and discursive practices, both implicitly and explicitly discussed. One advantage of using this broader framework is that it provides more opportunity to observe culturally significant classroom practices. Moreover, it offers multiple dimensions for falsifying hypothesis and finding converging evidence for elusive normative practices. This analytic framework has this potential because it is inspired by activity theory which begins with the assumption that intentional worlds, or shared meaning systems, are embodied in the socio-historical structure of activities, artefacts, and social practices. The current study looks at norms from each of these perspectives and attempts to investigate the psychological significance of these norms for student mathematical thinking. Assessing levels of higher order student thinking The level of higher order thinking displayed by the majority of students in the class will be assessed using the framework of the COI, Classroom Observation Instrument (adapted from The Classroom Observation Instrument (COI) used by the QUASAR project in the 1990s in the United States (ref) and Henningsen, 2000). The COI analysis will be supplemented with grounded discourse analysis which looks more carefully at the level of higher order thinking in the following domains: classroom discourse, individual student work, group work. References Cobb, P., McClain, K., Stephan, M., & Gravemeijer, K. Participating in classroom mathematical practices. Unpublished manuscript. Henningsen, M.A., & Zebian, S. (2003). High-level thinking, reasoning, and communication in Lebanese elementary mathematics classrooms: A preliminary technical report on the fall 2002-2003 classroom observations of the MARAL project. Unpublished manuscript. Kazemi, E. (1998). Discourse that promotes Conceptual Understanding. Teaching Children Mathematics, 4, p: 410-414. Lampert, M. (1999). When the problem is not the question and the solution is not the answer: mathematical knowing and teaching. American Educational Research Journal, 27, 29-63. Stigler, J. W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: examples and lessons from the TIMSS video Studies. Educational Psychologist, 35, 87-100. Stigler, J. W. & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction: an overview of the TIMSS video study. Phi Delta Kappan, 79, 14-21. Stigler, J. W. & Hiebert, J. (1998). Teaching is a cultural activity. American Educator, 4-10. Stein, M.K., Grover, B., & Silver, E.A. (1991). Changing instructional practice: A conceptual framework for capturing the details. In R. Underhill (Ed.), Proceedings of the Thirteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp 36-41). Virginia Tech, Blacksburg, Virginia. Whitenack, J. and Yackel, E. (2002). Making Mathematical Arguments in the Primary Grades: The Importance of Explaining and Justifying Ideas. Teaching Children Mathematics, 8, p: 524-527. Wood, T. (1999). Creating a context for argument in mathematics class. Journal for Research in Mathematics Education, 30, 171-187. Yackel, E. & Cobb, P. (1996). Sociomathematical norm, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.

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