Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities

2022-04-01
Yenmez, Arzu Aydogan
Erbaş, Ayhan Kürşat
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
160
views
0
downloads
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.
Mathematics education, Mathematical modeling, Professional development, Sociomathematical norms, Teacher change, CLASSROOM NORMS, TEACHERS, ARGUMENTATION, KNOWLEDGE, EDUCATION, EVOLUTION, BELIEFS, INQUIRY, DESIGN
https://hdl.handle.net/11511/97054
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
Department of Mathematics and Science Education, Article

Suggestions

Evolution of Mathematics Teachers' Pedagogical Knowledge when They are Teaching through Modeling
Yenmez, Arzu Aydogan; Erbaş, Ayhan Kürşat; Alacaci, Cengiz; Çakıroğlu, Erdinç; Çetinkaya, Bülent (2017-01-01)
Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students. mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers. knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers. pedagogical knowledge to use modeling in the classroom is formed and modified throug...
An Analysis of prospective middle school mathematics teachers‘ argumentation structures in technology and paper-pencil environments
Erkek, Özlem; Işıksal Bostan, Mine; Department of Elementary Education (2017)
The purpose of the current study was to investigate the nature of argumentation structures of prospective middle school mathematics teachers while solving geometry tasks within the GeoGebra and Paper-Pencil groups. The study employed qualitative case study design and the data of which were collected from 16 prospective middle school mathematics teachers during the fall semester of the 2013-2014 academic year. Data were based on the video recordings of the implementations, the focus group interviews and docu...
Exploring secondary mathematics teachers’ conceptions of mathematical literacy
Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017)
The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...
Fostering preservice mathematics teachers' professional identity orientations through noticing practices in a video case-based community
Çelikdemir, Kübra; Haser, Çiğdem; Department of Mathematics and Science Education (2018)
The aim of this study was to investigate preservice middle school mathematics teachers’ professional identities in a video case-based community. Data were collected from 12 preservice teachers (the community) during the Fall semester of 2015-2016 education year in the school experience course. Six video cases in the area of Geometry and Measurement were discussed for six weeks in the community coordinated by the researcher. Data were collected via individual initial-post interviews, reflection papers, group...
Analysis of analogy use on function concept in the ninth grade mathematics textbook and classrooms
Ünver, Emel; Ubuz, Behiye; Department of Secondary Science and Mathematics Education (2009)
The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as “functions” in t...
Citation Formats
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.
METU IIS - Integrated Information Service open@metu.edu.tr