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
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.