The Study of Knowledge Exchange on Sociomathematical Norms: Dialogue Writing and Dramatization
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| Title: | The Study of Knowledge Exchange on Sociomathematical Norms: Dialogue Writing and Dramatization |
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| Language: | English |
| Authors: | Yenmez, Arzu Aydogan (ORCID |
| Source: | Journal of Teacher Education and Educators. 2021 10(3):369-394. |
| Availability: | Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Instruction, Instructional Effectiveness, Social Behavior, Norms, Preservice Teachers, Mathematics Skills, Problem Solving, Mathematics Education, Preservice Teacher Education, Dialogs (Language), Dramatics, Role Playing, Knowledge Base for Teaching |
| ISSN: | 2147-0456 |
| Abstract: | Sociomathematical norms are the explicit or implicit arrangements that affect participation in mathematics classes and the emerging interactive structure of mathematical practice. For effective instruction, the teacher should guide the creation and development of acceptable sociomathematical norms. Thus, pre-service teachers should be given experiences in teacher education programs that demonstrate how the nature of sociomathematical norms influences critical abilities such as mathematical understanding and problem solving. This study aims to look at how pre-service teachers' knowledge of sociomathematical norms changes over time. This knowledge exchange is investigated throughout the pre-service training process, which involves dialogue writing and dramatization activities based on sociomathematical norms and psychological principles. Sixty-eight pre-service teachers took part in this study, which used the case study method. A semi-structured interview, the pretest and posttest containing the sociomathematical norm-framed dialogue analysis, video recordings of class discussions, and the researchers' observation notes in the lectures where the applications were carried out were all employed as data collection tools. This study would contribute to the literature with its components, positive outputs and suggestions for future studies. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1334863 |
| Database: | ERIC |
| Abstract: | Sociomathematical norms are the explicit or implicit arrangements that affect participation in mathematics classes and the emerging interactive structure of mathematical practice. For effective instruction, the teacher should guide the creation and development of acceptable sociomathematical norms. Thus, pre-service teachers should be given experiences in teacher education programs that demonstrate how the nature of sociomathematical norms influences critical abilities such as mathematical understanding and problem solving. This study aims to look at how pre-service teachers' knowledge of sociomathematical norms changes over time. This knowledge exchange is investigated throughout the pre-service training process, which involves dialogue writing and dramatization activities based on sociomathematical norms and psychological principles. Sixty-eight pre-service teachers took part in this study, which used the case study method. A semi-structured interview, the pretest and posttest containing the sociomathematical norm-framed dialogue analysis, video recordings of class discussions, and the researchers' observation notes in the lectures where the applications were carried out were all employed as data collection tools. This study would contribute to the literature with its components, positive outputs and suggestions for future studies. |
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| ISSN: | 2147-0456 |
