5. Sınıf Matematik Öğretmenlerinin Öğrenme Güçlüğüne Sahip Öğrencilerin Bulunduğu Sınıfta Oluşturmayı Amaçladığı Sosyomatematiksel Normlar

Abstract

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Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

“…They immediately corrected some errors while reading and answering the questions aloud. This fact is parallel to the findings of Öksüz and Gürefe (2021) who stated that students could see the simple mistakes they make if they were encouraged to speak. Öksüz and Gürefe aimed to analyse the socio-mathematical norms that the teachers try to set up in the classroom.…”

Ortaokul Matematik Öğretmenlerinin Sınıfta Kesirleri Öğretirken Oluşturmayı Hedefledikleri Sosyomatematik Normlarının Değerlendirilmesi

“…This norm has also been demonstrated by some studies in the literature (Levenson et al, 2005;Sekiguchi, 2015). In addition, this norm coincided with the norm of making correct solutions for students with learning disabilities in the study of Öksüz and Gürefe (2021).…”

“…In this section, sociomathematical norms that mathematics teachers, who have inclusive students with learning disabilities, aim to establish in the classroom for these students and other students are included. The norms intended to be created for students with learning disabilities are taken from (Öksüz & Gürefe, 2021) and the norms created for normal students are also discussed in this study, similar and different situations that may occur in the classroom microculture are presented in Table 3 and the explanations about the norms are examined in the following sections. As can be seen from Table 3, it has been determined that the norms aimed to be formed in the study are more norm candidates, and the behaviors that are the actual norms are less in number.…”

“…Considering the presence of these students in the classrooms, it can be said that it is inevitable and desired for teachers to organize their behavior in the classroom environment by taking into account the students in different groups. Studies on socio mathematical norms in the literature determine which socio mathematical norms candidate in mathematics classrooms in general (Gülburnu, 2019;Güven & Dede, 2017;Kuduban, 2019;Van Zoest et al, 2012;Tatsis & Koleza, 2008;Lopez & Allal, 2007;McClain & Cobb, 2001a;Yackel et al, 2000), which determined the socio mathematical norms that emerged in the mathematics course in which computerrelated tools were used (Senger, 2019;Sönmez, 2016;Akyüz, 2014;McClain & Cobb, 2001b;Hershkowitz & Schwarz, 1999), revealing teachers' sociomathematical norms for students with learning disabilities (Öksüz & Gürefe, 2021) and identifying teachers' sociomathematical norms for gifted students (Çakır & Akkoç, 2020). No study has been found about sociomathematical norms used while teaching the subject of fractions, and it was aimed to determine this situation in the present study.…”