Social and Socio-Mathematical Norms Constructed by Teachers in Classes through the Development of Noticing Skills

Autor/inn/en	Ozdemir Baki, Gulsah; Kilicoglu, Elif
Titel	Social and Socio-Mathematical Norms Constructed by Teachers in Classes through the Development of Noticing Skills
Quelle	In: International Electronic Journal of Mathematics Education, 18 (2023) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ozdemir Baki, Gulsah) ORCID (Kilicoglu, Elif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Attention; Classroom Environment; Mathematics Teachers; Secondary School Teachers; Classroom Techniques; Behavior Standards; Social Behavior; Foreign Countries; School Culture; Video Technology; Mathematics Skills; Meetings; Thinking Skills; Observation; Turkey + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Klassenklima; Unterrichtsklima; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenführung; Social behaviour; Soziales Verhalten; Ausland; Schulkultur; Schulleben; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Meeting; Tagung; Denkfähigkeit; Beobachtung; Türkei
Abstract	This paper examined how teachers' noticing skill affects the social and socio-mathematical norms they construct in the classroom. The study was carried out with four mathematics teachers working at a secondary school in the eastern regions of Turkey. A case study among qualitative research methods was used. The data of the research were collected via videotaped lessons. The data obtained from teachers' classroom practices were evaluated performing descriptive and content analysis. Research findings show that noticing skill positively improves secondary school mathematics teachers' ability to construct social and socio-mathematical norms. In addition, it has been noticed that social norms and socio-mathematical norms are not independent of each other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01