Emerging Social and Socio-Mathematical Norms During Technology-Enhanced Lessons

Creative Commons License

Kozaklı T., Akkoç H.

41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Missouri, Amerika Birleşik Devletleri, 14 - 17 Kasım 2019, cilt.1, ss.1146-1150, (Tam Metin Bildiri)

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 1
  • Basıldığı Şehir: Missouri
  • Basıldığı Ülke: Amerika Birleşik Devletleri
  • Sayfa Sayıları: ss.1146-1150
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Marmara Üniversitesi Adresli: Evet

Özet

This study aims to explore the way in which social and socio-mathematical norms endorsed by pre-service mathematics teachers change as they move from traditional lessons to technology-enhanced lessons. Two pre-service mathematics teachers participated in this case study. Each participant’s four lessons (a total of eight lessons) were video-recorded. Two of each pre-service teacher’s lessons were technology-enhanced. Participants were also interviewed after their lessons. The findings indicated that participants constituted new norms and changed some of their endorsed norms during technology-enhanced lessons. Emerging norms were concerned with certain aspects such as justification of mathematical rules and collaboration.