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Students' perceptions of sense of community in abstract algebra: Contributing factors and benefits
Students' perceptions of sense of community in abstract algebra: Contributing factors and benefits
Name:Personal
Soto-Johnson, Hortensia Role :Text(marcrelator)
creator
Soto-Johnson, Hortensia Role :Text(marcrelator)
creator
Name:Personal
Yestness, Nissa Role :Text(marcrelator)
creator
Yestness, Nissa Role :Text(marcrelator)
creator
Name:Personal
Dalton, Casey Role :Text(marcrelator)
creator
Dalton, Casey Role :Text(marcrelator)
creator
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:Text
Turkey
Erasia Publishing House
(keyDate="yes")
2008
dateCaptured
Turkey
Erasia Publishing House
(keyDate="yes")
2008
dateCaptured
Language:Text
English
English
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born digital
8 pages
born digital
8 pages
abstract
In this phenomenological study, we explore how multiple assessments contribute to creating a sense of community (SOC) in an undergraduate abstract algebra course. Strike (2004) describes community as a process rather than a feeling and outlines four characteristics of community: coherence, cohesion, care, and contact. In this report, we describe contributing factors to and perceived benefits of SOC that students provided in an open-ended interview. Our findings indicate students viewed the teacher and the classroom environment as the primary sources of creating a SOC. Our findings also suggest students believed the SOC of the classroom increased classroom interaction and opened the doors of communication between students and with the instructor. The contributing factors align with Strike’s and McMillan and Chavis’ (1986) definitions of community, support social cognitive theory, and serve as a model for building a SOC in the classroom. note
Published in: Eurasia Journal of Mathematics, Science and Technology Education, 4(4):373-380
Subject
Abstract algebra
Abstract algebra
Subject
Multiple assessments
Multiple assessments
Subject
Mathematics classroom
Mathematics classroom
Subject
Sense of community
Sense of community
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Part Number4
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Part Number4
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extent
Start373
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End380
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extent
Total Pages8
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1305-8223
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http://hdl.handle.net/10176/cogru:170
http://hdl.handle.net/10176/cogru:170
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eng
English :Code(ISO639-2B)
eng
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