Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills

Baki, Gülşah Özdemir; Kılıçoğlu, Elif

doi:10.29333/iejme/12649

Cited by 4 publications

(3 citation statements)

References 37 publications

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“…Attending to critical events within classroom environment is an integral part of noticing (Ozdemir-Baki & Kilicoglu, 2023;van Es & Sherin, 2002). A significant difference was found between the pre-test and post-test scores of the teachers regarding the attending dimension.…”

Section: Discussionmentioning

confidence: 91%

Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills

Güler

Taylan

Baki

et al. 2023

INT ELECT J MATH ED

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This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants’ noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers’ noticing skills significantly in all dimensions.

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Section: Discussionmentioning

confidence: 91%

Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills

Güler

Taylan

Baki

et al. 2023

INT ELECT J MATH ED

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“…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.…”

Section: Contribution To the Literaturementioning

confidence: 99%

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

Mokwana,

Maoto,

Chuene

2024

EURASIA J Math Sci Tech Ed

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In this paper we use parts of qualitative data from the first author’s doctoral study to explore how transforming existing sociomathematical norms enhance learners’ mathematical proficiency. The study was conducted in a grade 11 mathematics classroom comprising of 23 learners, facilitated by the first author as learners engaged in a mathematical discourse on analytical geometry. Data were gathered through video recording, documents and researcher journal. We adopted Yackel and Cobb’s (1996) interpretive framework and Kilpatrick et al.’s (2001) notion of mathematical proficiency as lenses, which guided the data analysis. We analyzed the data following Polkinghorne’s (1995) narrative analysis method. We found that transforming existing sociomathematical norms to enhance learners’ mathematical proficiency involved a three-stages process: negotiating entry into learners’ existing sociomathematical norms, disrupting learners’ existing sociomathematical norms and constituting ‘new’ sociomathematical norms. As learners developed new taken-as-shared meanings regarding acceptable mathematics explanations, justifications and mathematically different solutions they enhanced their conceptual understanding, procedural fluency, adaptive reasoning, and strategic competence.

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“…Originally, Yackel and Cobb concentrated on analyzing mathematical discussions -for example, explanation, justification, and argumentation -but sociomathematical norms also steer learners' other mathematical activities such as participation in smallgroup interactions (Yackel, Cobb, & Wood, 1991). It has also been noticed that sociomathematical norms and social norms are related to one another (Ozdemir Baki & Kilicoglu, 2023).…”

Section: Introductionmentioning

confidence: 99%

Programming as a mediator of mathematical thinking

Tossavainen,

Johansson,

Juhlin

et al. 2024

LUMAT

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We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.

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Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills

Cited by 4 publications

References 37 publications

Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills

Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills

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

Programming as a mediator of mathematical thinking

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