From Less to More Sophisticated Solutions: A Sociomathematical Norms to Develop Students’ Self-Efficacy

Abstract

This paper is a part of a larger study which aimed to design a learning trajectory in pre-algebra. As a design research, it follows three steps of Preliminary Studies, Teaching Implementation and Retrospective Analysis. To enhance the quality of learning, we adjusted the socio-mathematical norms in the teacher's lesson plan. One aspect that will be discussed in the present study is the order of the students' solution during group and class discussion. The subjects of the study were 32 fifth grade students of a state elementary school in Palembang. We gathered the data about teacher and students' behavior during the lesson by using observation and interview method. To crosscheck the data, the students' written work was also considered. The collected data were analyzed qualitatively by using constant comparative method. The results showed that the students were actively engaged in learning and brave to share their ideas if the teacher gave them opportunities. In addition, the students' selfefficacy was fostered if the teacher connected the ideas of students, instead of directly judging them as correct or not. This enhanced students' self-efficacy. Hence, the students were actively engaged in learning and no one left behind. Consequently, it is recommended to establish the sociomathematical norms in conducting Mathematics lesson.

Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh

“…Hal ini menarik karena berdasarkan penelitian pendahulu, pembelajaran klasikal yang berlangsung secara tatap muka, interaksi multi-arah diketahui memberikan dampak besar bagi aktivitas dan hasil belajar (Goodboy & Myers, 2008;Shan et al, 2014). Biasanya bentuk interaksi ini akan menjadi optimal jika didukung dengan penerapan normal sosial dan norma sosial matematika yang terarah, misalnya dengan mengurutkan hasil diskusi dari jawaban yang paling sederhana ke jawaban yang paling kompleks (Apsari et al, 2020;Güven & Dede, 2017;Kang & Kim, 2016).…”

Sociomathematical norms in online learning in the COVID-19 pandemic period

“…A sociomathematical norm is the consideration of a mathematically acceptable explanation in conjunction with an understanding of what has been mathematically different [13], [20], [21]. Sociomathematical norm is a thought from a group's mathematical discussion together with mathematical understanding [14], [22], [23].…”

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

“…Earlier literature on social and sociomathematical norms focused on, among others, their development (McClain & Cobb, 2001), establishing patterns of interactions (Roy et al, 2014) and how the norms are identified (Güven & Dede, 2017) in mathematics classrooms. Recent studies link sociomathematical norms with mathematical learning and teaching experiences like self-efficacy (Apsari et al, 2020), early numeracy learning (Morrison et al, 2021), abilities in problem-solving (Dini & Maarif, 2022), mathematical process skills (Gülburnu & Gürbüz, 2022), mathematical modelling activities (Yenmez & Erbaş, 2023), and teacher noticing (Baki & Kilicoglu, 2023). This article follows these trends and explores how transforming existing sociomathematical norms enhances learners' proficiency in mathematics.…”