Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills

Gulsah Ozdemir Baki; Elif Kilicoglu

doi:10.29333/iejme/12649

Full Text (PDF)

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

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.

Keywords

social norm
socio-mathematical norm
teacher noticing
video club

License

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

https://doi.org/10.29333/iejme/12649

Publication date: 01 Jan 2023

Online publication date: 17 Nov 2022

Article Views: 1145

Article Downloads: 736

Open Access References How to cite this article

References

Berliner, D. C. (1994). Expertise: The wonders of exemplary performance. In J. N. Mangieri, & C. Collins Block (Eds.), Creating powerful thinking in teachers and students (pp. 141-186). Holt, Rinehart, & Winston.
Buyumez, Y. (2011). The effect of a professional development program prepared in the field of classroom norms on teachers’ mathematical practices [Unpublished master’s thesis]. Gaziantep University.
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 instructor. AMTE Monograph, 6, 43-66.
Edwards, J. A. (2007). The language of friendship: Developing sociomathematical norms in the secondary school classroom. https://eprints.soton.ac.uk/43843/1/Edwards_J_Final_CERME5_07.pdf
Elliott, R., Kazemi, E., Lesseig, K., Carroll, C., Mumme, J., & Kelly-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60(4), 364-379. https://doi.org/10.1177/0022487109341150
Goldsmith, L. T., & Seago, N. (2011). Using classroom artifacts to focus noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 169-187). Routledge.
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606-633. https://doi.org/10.1525/aa.1994.96.3.02a00100
Gorgorio, N., & Planas, N. (2005). Reconstructing norms. In H. L. Chink, & J. L. Vincent (Eds.), Proceedings of the 29^th Conference of the International Group for the Psychology of Mathematics Education (pp. 65-72).
Guler, M., & Celik, D. (2022). Supporting novice mathematics teachers: The impact of e-mentoring on lesson analysis skills. Teaching and Teacher Education, 113, 103658. https://doi.org/10.1016/j.tate.2022.103658
Guler, M., Cekmez, E., & Celik, D. (2020). Breaking with tradition: An investigation of an alternative instructional sequence designed to improve prospective teachers’ noticing skills. Teaching and Teacher Education, 92, 103073. https://doi.org/10.1016/j.tate.2020.103073
Iannone, P., & Cockburn, A. D. (2008). If you can count to ten you can count to infinity really: Fostering conceptual mathematical thinking in the first year of primary school. Journal Research in Mathematics Education, 10(1), 37-51. https://doi.org/10.1080/14794800801915897
Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
Jankvist, U. T., Misfeldt, M., & Iversen, S. M. (2018). A student’s perception of CAS-related sociomathematical norms surrounding teacher change in the classroom. In Proceedings of the Mathematics Education in the Digital Age-5^th ERME Topic Conference in Copenhagen.
Jilk, L. (2016). Supporting teacher noticing of students’ mathematical strengths. Mathematics Teacher Educator, 4(2), 188-199. https://doi.org/10.5951/mathteaceduc.4.2.0188
Kazemi, E. (2008). School development as a means of improving mathematics teaching and learning. In K. Krainer, & T. Wood (Eds.), Participants in mathematics teacher education (pp. 209-230). Sense Publishers.
Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Elementary School Journal, 102(1), 59-80. https://doi.org/10.1086/499693
Kosko, K. W. (2022). Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics. International Electronic Journal of Mathematics Education, 17(4), em0706. https://doi.org/10.29333/iejme/12310
Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2020). Preservice teachers’ professional noticing when viewing standard and 360 video. Journal of Teacher Education, 72(3), 284-297. https://doi.org/10.1177/0022487120939544
Kosko, K. W., Heisler, J., & Gandolfi, E. (2022). Using 360-degree video to explore teachers’ professional noticing. Computers & Education, 180, 104443. https://doi.org/10.1016/j.compedu.2022.104443
Levenson, E., Tirosh, D., & Tsamir, P. (2009). Students’ perceived sociomathematical norms: The missing paradigm. The Journal of Mathematical Behavior, 28, 171-187. https://doi.org/10.1016/j.jmathb.2009.09.001
Loh, B., Marshall, S. K., Radinsky, J., Alamar, K., & Mundt, J. (1999). Helping students build inquiry skills by establishing classroom norms: How teachers appropriate software affordances [Paper presentation]. The Annual Conference of the American Educational Researchers Association.
Luna, M. J., Selmer, S. J., & Rye, J. A. (2018). Teachers’ noticing of students’ thinking in science through classroom artifacts: In what ways are science and engineering practices evident? Journal of Science Teacher Education, 29(2), 148-172. https://doi.org/10.1080/1046560X.2018.1427418
Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge. https://doi.org/10.4324/9780203471876
McClain, K., & Cobb, P. (2001). An analysis of development of sociomathematical norms in one first-grade classroom. Journal for Research in Mathematics Education, 32(3), 236-266. https://doi.org/10.2307/749827
Merriam, S. B. (2009). Qualitative case study research qualitative research: A guide to design and implementation. Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. SAGE.
Ozdemir Baki, G., & Kilicoglu, E. (2020). Examination of teachers’ classroom practices through a video club process in terms of students’ mathematical thinking. Turkish Journal of Computer and Mathematics Education, 11(3), 619-645.
Ozmantar, M. F., Bingolbali, E., Demir, S., Saglam, Y., & Keser, Z. (2009). Curriculum reform and the classroom norms. Journal of Human Sciences, 6(2).
Pang, J. (2001). Challenges of reform: Utility of sociomathematical norms. https://files.eric.ed.gov/fulltext/ED452076.pdf
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, 927-946. https://doi.org/10.1007/s10763-014-9521-5
Roy, G. J., Safi, F., Tobias, J. M., & Dixon, J. D. (2014). Sustaining social and sociomathematical norms with prospective elementary teachers in a mathematics content course. Investigations in Mathematics Learning, 7(2), 33-64. https://doi.org/10.1080/24727466.2014.11790341
Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339-349. https://doi.org/10.1177/0022487110369555
Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (Ed.), Using video in teacher education: Advances in research on teaching (pp. 259-286). Elsevier. https://doi.org/10.1016/S1479-3687(03)10010-7
Seago, N., Koellner, K., & Jacobs, J. (2018). Video in the middle: Purposeful design of video-based mathematics professional development. Contemporary Issues in Technology and Teacher Education, 18(1), 29-49.
Sekiguchi, Y. (2005). Development of mathematical norms in an eighth-grade Japanese classroom. International Group for the Psychology of Mathematics Education, 4, 153-160.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. Cambridge University Press. https://doi.org/10.1017/CBO9780511499944
Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183. https://doi.org/10.1016/j.tate.2003.08.001
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125. https://doi.org/10.1007/s10857-007-9063-7
Stenmark, J. K. (1989). Assessment alternatives in mathematics. EQUALS Publications.
Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on pre-service teachers’ classroom practice. Journal of Teacher Education, 66(3), 201-214. https://doi.org/10.1177/0022487115574103
Tekkumru-Kisa, M., & Stein, M. K. (2017). A framework for planning and facilitating video-based professional development. International Journal of STEM Education, 4(1), 28. https://doi.org/10.1186/s40594-017-0086-z
Tsai, W. H. (2007). Interactions between teaching norms of teacher’s professional community and learning norms of classroom communities. In J. H. Wood, H. C. Lew, K. Park, & D. Y. Seo (Eds.), Proceeding of the 31^st Conference of the International Group for the Psychology of Mathematics Education (pp. 217-224).
van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R., Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134-151). Routledge.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions learning to notice in the context of reform. Journal of Technology and Teacher Education, 10(4), 571-596.
van Es, E. A., & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice.” Journal of Computing in Teacher Education, 22(4), 125-135.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244-276. https://doi.org/10.1016/j.tate.2006.11.005
van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM-Mathematics Education, 53, 17-27. https://doi.org/10.1007/s11858-020-01211-4
Van Zoest, L. R., Stockero, S. L., & Taylor, C. E. (2012). The durability of professional and sociomathematical norms intentionally fostered in an early pedagogy course. Journal of Mathematics Teacher Education, 15, 293-315. https://doi.org/10.1007/s10857-011-9183-y
Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18, 523-550. https://doi.org/10.1007/s10857-014-9289-0
Widodo, S. A., Turmudi, T., & Dahlan, J. A. (2019). Can sociomathematical norms be developed with learning media? Journal of Physics: Conference Series, 1315(1), 012005. https://doi.org/10.1088/1742-6596/1315/1/012005
Yackel, E. (2000). Creating a mathematics classroom environment that fosters the development of mathematical argumentation. In Proceedings of the 9^th International Congress of Mathematical Education.
Yackel, E. (2001). Explanation, justification, and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25^th Conference of the International Group for the Psychology of Mathematics Education (pp. 9-24). Freudenthal Institute.
Yackel, E. (2002). What can we learn from analyzing the teacher’s role in collective argumentation? Journal of Mathematical Behavior, 21, 423-440. https://doi.org/10.1016/S0732-3123(02)00143-8
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/10.2307/749877
Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education, 22(5), 390-408. https://doi.org/10.2307/749187
Yackel, E., Rasmussen, C., & King, K. (2000). Social and sociomathematical norms in an advanced undergraduate mathematics course. The Journal of Mathematical Behavior, 19(3), 275-287. https://doi.org/10.1016/S0732-3123(00)00051-1
Yin, R. (2008). Case study research: Design and methods. SAGE.

How to cite this article

APA

Ozdemir Baki, G., & Kilicoglu, E. (2023). Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills. International Electronic Journal of Mathematics Education, 18(1), em0723. https://doi.org/10.29333/iejme/12649

Vancouver

Ozdemir Baki G, Kilicoglu E. Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills. INT ELECT J MATH ED. 2023;18(1):em0723. https://doi.org/10.29333/iejme/12649

AMA

Ozdemir Baki G, Kilicoglu E. Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills. INT ELECT J MATH ED. 2023;18(1), em0723. https://doi.org/10.29333/iejme/12649

Chicago

Ozdemir Baki, Gulsah, and Elif Kilicoglu. "Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills". International Electronic Journal of Mathematics Education 2023 18 no. 1 (2023): em0723. https://doi.org/10.29333/iejme/12649

Harvard

Ozdemir Baki, G., and Kilicoglu, E. (2023). Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills. International Electronic Journal of Mathematics Education, 18(1), em0723. https://doi.org/10.29333/iejme/12649

MLA

Ozdemir Baki, Gulsah et al. "Social and socio-mathematical norms constructed by teachers in classes through the development of noticing skills". International Electronic Journal of Mathematics Education, vol. 18, no. 1, 2023, em0723. https://doi.org/10.29333/iejme/12649