Socio-mathematical norms related to problem posing in a giftedclassroom

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Çakır A., Akkoç H.

11th International Mathematical Creativity and Giftedness Conference (MCG11), Hamburg, Germany, 22 - 24 August 2019, pp.117-123

  • Publication Type: Conference Paper / Full Text
  • City: Hamburg
  • Country: Germany
  • Page Numbers: pp.117-123


As a response to the calls for investigating norms and problem posing in gifted classrooms, this study aims to explore socio-mathematical norms related to problem posing in the micro-culture of a mathematics classroom of gifted students. A case study was conducted in a mathematics classroom with twelve students in a secondary school for gifted students. The data collection tools include an observation form, semi-structured interviews, and teacher's and students' notes. The main source of data consists of videos of twelve mathematics lessons. We observed three socio- mathematical norms related to problem posing (re-formulation of problems, generating new problems and sufficiency of the information in the problem) which were not reported in the literature. The paper discusses the implications of SMNs concerning problem posing and giftedness in mathematics.