Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills
Gulsah Ozdemir Baki 1 * , Elif Kilicoglu 2
More Detail
1 Oltu Faculty of Humanities and Social Sciences, Ataturk University, Erzurum, TURKEY2 Faculty of Education, Hatay Mustafa Kemal University, Hatay, TURKEY* Corresponding Author


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.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2023, Volume 18, Issue 1, Article No: em0723

Publication date: 01 Jan 2023

Online publication date: 17 Nov 2022

Article Views: 726

Article Downloads: 537

Open Access References How to cite this article