# Classrooms Norms in Mathematics

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Q: Explain how the â??classroom normsâ? in mathematics are related to the teachersâ?? role, studentsâ?? role, math tasks, mathematical tools, studentsâ?? reasoning about early number concepts and addition and subtraction concepts, and development of studentsâ?? math understanding in the patterning and partitioning lesson sequence.

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Explain how the classroom norms in mathematics are related to the teachers role, students role, math tasks, mathematical tools, students reasoning about early number concepts and addition and subtraction concepts, and development of students math understanding in the patterning and partitioning lesson sequence.

What is the relationship between classroom norms in mathematics and the teacher's role?

The relationship between classroom norms in mathematics and the teacher's role should be based on a clear communication of expectations, a mutual understanding between teacher and students,

expectations that are set from the beginning and are well communicated, and expectations that allow students to feel comfortable in order to reduce anxiety about math. "Establishing classroom norms requires dedication, consistency, and efficiency from the teacher. This is especially important in a mathematics classroom, where certain students may experience math anxiety, or lack confidence in their math abilities. The first idea that comes to mind when hearing the term "classroom norms" is the mutual understanding between the teacher and the students concerning appropriate behavior during a lesson."

The teacher's role is to use a consistent communication standard, to use effective questioning, to use precise language, to use additional communication strategies, to use communication to clarify, to use any other process standards that will further understanding in the classroom, and to use the classroom environment in a way to further communicate understanding. The teacher plays a critical role in constructing classroom experiences so that students have varied opportunities to communicate mathematically. The teacher plays a critical role in constructing classroom experiences so that students have varied opportunities to communicate mathematically.

The relationship between classroom norms in mathematics and the teacher's role should reflect the expectation equality of ability (especially between male and female), the expectation of students to construct their own understanding of the material, the expectation of students to use higher level critical thinking skills, the expectation of students using problem solving skills, and an expectation that encourages interaction and mathematical communication between students further allowing students to develop their own understanding of the material.

"The videos show the teacher encouraging interaction and mathematical communication between students. She states, "The important thing is to understand what your friends say." The classroom featured in the videos appears to be inviting. Students have a good rapport with the teacher and each other and they feel comfortable speaking in front of the class. Many even go up to the board and explain their reasoning. One could assume that this behavior is indicative of their age group, which seems to exhibit less self-conscious or inhibited tendencies, but also shows the teacher's hard work to establish this welcoming environment in her classroom, as she is in constant control and her students each have a chance to participate."

The relationship between classroom norms in mathematics and the teacher's role should be to hold the expectation that all students follow directions and act in a respectful manner so that everyone has the opportunity to learn.

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What is the relationship between classroom norms in mathematics and the student's role?

The relationship between classroom norms in mathematics and the student's role should be based on learning to question and to use precise language. Usually when we think of rules, we are taught NOT to question. Students need to embrace the idea that questioning is good in a mathematical classroom. Learning to question and precise communication are the two aspects of effective mathematical communication. The teacher plays a critical role in constructing classroom experiences so that students have varied opportunities to communicate mathematically. The student's role is to take advantage of those classroom experiences that are varied opportunities to communicate mathematically.

The relationship between classroom norms in mathematics and the student's role should be to embrace the equality of ability (especially between male and female), to be willing to construct his or her own understanding of the material, to be eager to use higher level critical thinking skills, to be enthusiastic using problem solving skills, and to participate in interaction and mathematical communication between one another, allowing each student to further develop his or her own understanding of the material.

The relationship between classroom norms in mathematics and the student's role should be to respect the expectations and to follow directions and be respectful so that everyone has the opportunity to learn.

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MATH TASKS

What is the relationship between classroom norms in mathematics and the math task's role?

Successful group work does not "just happen" in the mathematics classroom.

Working in Groups

It is important for students to share with one another the strategies they use to complete mathematical tasks. This helps students make sense of the mathematics and expands their understanding and ability by explaining and listening. Designing classroom experiences around having students work in groups enables students to ask one another questions, verbalize their thought processes, and to clarify understandings as well as misunderstandings about math tasks, mathematical tools, reasoning about early number concepts, addition and subtraction concepts, and it also allows students to develop math understanding in the patterning and partitioning of lesson sequence.

There have to be rules or norms established in order for students to work in groups and complete the tasks they are given to complete. Students need to be guided toward what rules or norms they will follow in order to work together in order to solve the problems places before them. Roles can be assigned for this to take place. Some possible roles for group work are recorder, on task manager, reader, checker, coach, encourager, materials manager, and team builder. There can be norms for communication, trust, leadership, and conflict/resolution.

Writing

The teacher's role is to encourage this process, and the student's role is to take advantage of the opportunity to construct understanding of the material in their own way through the use of the writing process. This metacognitive math task allows students to think about the use of mathematical tools, and to think about their reasoning with regard to early number concepts, addition and subtraction concepts, and development of their own math understanding. This is metacognition about Math.

Writing is a means for students to organize, summarize, and communicate their thinking. Writing increases retention of concepts and gives the ...

#### Solution Summary

The relationship between classroom norms in mathematics and the teacher's role should be based on a clear communication of expectations, a mutual understanding between teacher and students, expectations that are set from the beginning and are well communicated, and expectations that allow students to feel comfortable in order to reduce anxiety about math. "Establishing classroom norms requires dedication, consistency, and efficiency from the teacher. This is especially important in a mathematics classroom, where certain students may experience math anxiety, or lack confidence in their math abilities. The first idea that comes to mind when hearing the term "classroom norms" is the mutual understanding between the teacher and the students concerning appropriate behavior during a lesson." The relationship between classroom norms in mathematics and the teacher's role should reflect the expectation equality of ability (especially between male and female), the expectation of students to construct their own understanding of the material, the expectation of students to use higher level critical thinking skills, the expectation of students using problem solving skills, and an expectation that encourages interaction and mathematical communication between students further allowing students to develop their own understanding of the material.