The development of sociomathematical norms in the transition to tertiary exam-oriented individualistic mathematics education in an East Asian context

Authors

Woong Lim
Hyunkyoung Yoon
Younggon Bae, The University of Texas Rio Grande Valley
Oh Nam Kwon

Document Type

Article

Publication Date

2-24-2023

Abstract

This study investigates social, mathematical, and sociomathematical norms perceived by college students in an engineering mathematics course and examines the students’ sense of mathematics as signals of individual merit. Data sources include a survey and one-on-one interviews with 38 students. The findings help illustrate student perceptions of academic social norms in a large-lecture course represented by the acquisition model of learning in college, detached from communal and collaborative disciplinary practices. Findings provide insights into the local educational context of an East Asian country as a case study when exam-oriented mathematics is institutionalized as normalcy.

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Recommended Citation

Lim, W., Yoon, H., Bae, Y. et al. The development of sociomathematical norms in the transition to tertiary exam-oriented individualistic mathematics education in an East Asian context. Educ Stud Math 113, 57–78 (2023). https://doi.org/10.1007/s10649-022-10203-y

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Title

Educ Stud Math

DOI

10.1007/s10649-022-10203-y