Matematik Öğretmen Adaylarının Sosyomatematiksel Normlarla İlgili Görüşlerinin İncelenmesi

Abstract

Matematik sınıf mikrokültüründeki uygulamalara özgü tartışmalarda sınıf üyelerinin eylem ve söylemlerini yöneten normatifler sosyomatematiksel norm olarak ifade edilir. Bu çalışmanın amacı ilköğretim matematik öğretmen adaylarının sosyomatematiksel normları nasıl tanımladıklarına, sosyomatematiksel normları etkileyen faktörlere ve sosyomatematiksel normları müzakere etmeye yönelik görüşlerini incelemektir. Çalışma, Türkiye’nin Akdeniz Bölgesi’ndeki bir devlet üniversitenin, ilköğretim matematik öğretmenliği lisans programında öğrenim gören 10 öğretmen adayı ile gerçekleştirilmiştir. Özel durum yaklaşımı ile yürütülen bu çalışmada katılımcılar matematik öğretiminde sosyomatematiksel normlar dersini alan öğretmen adaylarından oluşmuştur. Elde edilen veriler yarı yapılandırılmış görüşmeler kullanılarak toplanmıştır. Öğretmen adaylarının görüşleri içerik analizi yöntemiyle belli kategoriler altında sınıflandırılmıştır. Çalışmanın sonuçlara göre ilköğretim matematik öğretmen adaylarının sosyomatematiksel normları bireysel (tutum ve inanç gibi) ve toplumsal (kural, zorunluluk ve beklenti gibi) bakış açılarına göre değerlendirdikleri tespit edilmiştir. Bununla beraber ilköğretim matematik öğretmen adayları sosyomatematiksel normların öğrenci, öğretmen ve sınıf atmosferi gibi faktörlerden doğrudan, aile ve okul gibi faktörlerden ise dolaylı olarak etkilediğini belirtmişlerdir. Ayrıca ilköğretim matematik öğretmen adayları sosyomatematiksel normları müzakere etmenin öğrenme (beceri kullanımı ve özerkleşeme gibi), öğretim (katılım ve müdahale gibi) ve yönetim (iletişim ve kontrol gibi) açısından fırsatlar sunabileceğini vurgulamışlardır. Bu bağlamda sınıf mikrokültürünü oluşturan yapıların inşasında ve matematiksel uygulamaların gerçekleştirilmesinde ilköğretim matematik öğretmen adaylarının sosyomatematiksel normlara yönelik görüşlerinin dikkate alınmasının matematik öğretimi açısından verimli sonuçlar ortaya çıkarabileceği söylenebilir.

Keywords

• İlköğretim matematik öğretimi
• öğretmen adayları
• sosyomatematiksel normlar
• görüşler

Examining the Opinions of Prospective Mathematics Teachers on Sociomathematical Norms

Abstract

The aim of the study is to examine prospective mathematics teachers’ opinions regarding the definition of sociomathematical norms, the factors (variables) that are effective in the establishment of sociomathematical norms, and the negotiation of sociomathematical norms. This study was conducted with 10 prospective teachers in the primary school mathematics teaching undergraduate program of a state university located in the Mediterranean Region of Türkiye. The participants of the study, in which the special case approach was adopted, were prospective mathematics teachers in the course on “Sociomathematical Norms in Mathematics Teaching”. The data were collected through semi-structured interviews and classified under certain categories with content analysis. The results showed that prospective mathematics teachers defined sociomathematical norms according to individual (such as attitudes and beliefs) and social (such as rules, obligations, and expectations) perspectives. In addition, prospective mathematics teachers stated that sociomathematical norms are directly affected by factors such as students, teachers and classroom atmosphere, and indirectly by factors such as family and school. Finally, prospective mathematics teachers emphasized that the negotiation of sociomathematical norms can provide opportunities in terms of learning (skills and autonomy), teaching (participation and intervention) and management (communication and control). In this context, taking into consideration the opinions of prospective mathematics teachers regarding sociomathematical norms is valuable in terms of increasing the efficiency of mathematics applications.

Keywords

• Primary school mathematics teaching
• Prospective mathematics teachers
• Sociomathematical norms
• Opinions

References

1. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559. http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf
2. Bauersfeld, H., Krummheuer, G., & Voigt, J. (1988). Interactional theory of learning and teaching mathematics and related microethnographical studies. Foundations and methodology of the discipline of mathematics education, 174–188.
3. Cho, J. (2001). Ethnography for research of mathematics teacher’s belief and classroom norm. Journal of Korea Society of Mathematics Education Series E: Communications of Mathematical Education, 12, 349–361.
4. Dixon, J. K., Andreasen, J. B., & Stephan, M. (2009). Establishing social and sociomathematical norms in an undergraduate mathematics content course for prospective teachers: The role of the instructor. In Denise S. Mewborn (Eds.), Scholarly practices and inquiry in the preparation of mathematics teachers (pp. 43–66). Association of Mathematics Teacher Educators.
5. Gorgorio, N., & Planas, N. (2005). Norms, social representations and discourse. In M. Bosch (Eds.), Proceedings of the 4th Congress of European Society for Research in Mathematics Education (CERME 4) (pp. 1176–1181).
6. Güven, N. D., & Dede, Y. (2017). Examining social and sociomathematical norms in different classroom microcultures: Mathematics teacher education perspective. Educational Sciences: Theory and Practice, 17(1), 265–292. https://eric.ed.gov/?id=EJ1130899
7. Kang, S. M., & Kim, M. K. (2016). Sociomathematical norms and the teacher’s mathematical belief: A case study from a Korean in-service elementary teacher. EURASIA Journal of Mathematics, Science and Technology Education, 12(10), 2733–2751. https://doi.org/10.12973/eurasia.2016.1308a
8. Levenson, E., Tirosh, D., & Tsamir, P. (2009). Students’ perceived sociomathematical norms: The missing paradigm. The Journal of Mathematical Behavior, 28(2–3), 171–187. https://doi.org/10.1016/j. jmathb.2009.09.001

9. McNeal, B., & Simon, M. A. (2000). Mathematics culture clash: Negotiating new classroom norms with prospective teachers. The Journal of Mathematical Behavior, 18(4), 475–509. https://doi.org/10.1016/S0732-3123(00)00027-4
10. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage. Pang, J. (2001). Challenges of Reform: Utility of Sociomathematical norms, in Annual Meeting of The American Educational Research Association, Seattle, (pp. 143–150).
11. Partanen, A. M. (2011). Challenging the school mathematics culture: An investigative small-group approach. Ethnographic teacher research on social and sociomathematical norms [Unpublished master’s thesis]. University of Lapland. https://core.ac.uk/download/pdf/30083851.pdf
12. Partanen, A. M., & Kaasila, R. (2015). Sociomathematical norms negotiated in the discussions of two small groups investigating calculus. International Journal of Science and Mathematics Education, 13(4), 927–946. https://doi.org/10.1007/s10763-014-9521-5
13. Sánchez, V., & García, M. (2014). Sociomathematical and mathematical norms related to definition in pre-service primary teachers’ discourse. Educational Studies in Mathematics, 85, 305–320. https://doi.org/10.1007/s10649-013-9516-0
14. Sekiguchi, Y. (2005). Development of mathematical norms in an eighth-grade Japanese classroom. International Group for the Psychology of Mathematics Education, 4, 153–160. https://eric.ed.gov/?id=ED496958
15. Tatsis, K., & Koleza, E. (2008). Social and socio‐mathematical norms in collaborative problem‐solving. European Journal of Teacher Education, 31(1), 89–100. https://doi.org/10.1080/02619760701845057
16. Toscano, R., Sanchez, V., & García, M. (2019). Combining theoretical approaches: socio-didactic-mathematical norms and perspectives in pre-service secondary mathematics teachers’ discourse. International Electronic Journal of Mathematics Education, 14(3), 455–466.
17. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477. https://doi.org/10.5951/jresemathed-uc.27.4.0458
18. Yıldırım, A., & Simsek, H. (2011). Qualitative research methods in social sciences (11 Eds.: 1999-2018). Seçkin Publishing.
19. Yin, R. K. (2011). Applications of case study research. Sage.