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Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities
Date
2022-04-01
Author
Yenmez, Arzu Aydogan
Erbaş, Ayhan Kürşat
Metadata
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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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.
Subject Keywords
Mathematics education
,
Mathematical modeling
,
Professional development
,
Sociomathematical norms
,
Teacher change
,
CLASSROOM NORMS
,
TEACHERS
,
ARGUMENTATION
,
KNOWLEDGE
,
EDUCATION
,
EVOLUTION
,
BELIEFS
,
INQUIRY
,
DESIGN
URI
https://hdl.handle.net/11511/97054
Journal
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
DOI
https://doi.org/10.1007/s10763-022-10275-5
Collections
Department of Mathematics and Science Education, Article
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A. A. Yenmez and A. K. Erbaş, “Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities,”
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/97054.