Examining the Opinions of Prospective Mathematics Teachers on Sociomathematical Norms

Year 2024, Volume: 14 Issue: 1, 36 - 46, 30.06.2024

Mehmet Gülburnu

https://doi.org/10.17984/adyuebd.1469981

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

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

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