Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities

Yenmez A. A., ERBAŞ A. K.

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, cilt.21, sa.3, ss.761-785, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 21 Sayı: 3
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1007/s10763-022-10275-5
  • Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.761-785
  • Anahtar Kelimeler: Mathematics education, Mathematical modeling, Professional development, Sociomathematical norms, Teacher change, CLASSROOM NORMS, TEACHERS, ARGUMENTATION, KNOWLEDGE, EDUCATION, EVOLUTION, BELIEFS, INQUIRY, DESIGN
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

We investigated and compared sociomathematical norms in secondary mathematics teachers' classrooms before and after using mathematical modeling activities. Participants were four secondary mathematics teachers. The data included 104 h of videotaped classroom observations and teacher interviews. The data analysis revealed notable changes in sociomathematical norms in teachers' lectures not utilizing modeling activities beyond those utilizing modeling activities. The results implied that teachers and students were convinced by and adopted what was done in the modeling environment. We discussed that modeling activities could be a powerful tool for mathematics teachers and students in challenging and transforming traditionally oriented classroom norms to those aligned with reform-oriented mathematical classrooms and their sustainability.