The Study of Knowledge Exchange on Sociomathematical Norms: Dialogue Writing and Dramatization

Autor/inn/en	Yenmez, Arzu Aydogan; Çelik, Tugba
Titel	The Study of Knowledge Exchange on Sociomathematical Norms: Dialogue Writing and Dramatization
Quelle	In: Journal of Teacher Education and Educators, 10 (2021) 3, S.369-394 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yenmez, Arzu Aydogan) ORCID (Çelik, Tugba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Mathematics Instruction; Instructional Effectiveness; Social Behavior; Norms; Preservice Teachers; Mathematics Skills; Problem Solving; Mathematics Education; Preservice Teacher Education; Dialogs (Language); Dramatics; Role Playing; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Social behaviour; Soziales Verhalten; Normwert; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Dialog; Dialogs; Dialogue; Dialogues; Dramatik; Rollenspiel; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Sociomathematical norms are the explicit or implicit arrangements that affect participation in mathematics classes and the emerging interactive structure of mathematical practice. For effective instruction, the teacher should guide the creation and development of acceptable sociomathematical norms. Thus, pre-service teachers should be given experiences in teacher education programs that demonstrate how the nature of sociomathematical norms influences critical abilities such as mathematical understanding and problem solving. This study aims to look at how pre-service teachers' knowledge of sociomathematical norms changes over time. This knowledge exchange is investigated throughout the pre-service training process, which involves dialogue writing and dramatization activities based on sociomathematical norms and psychological principles. Sixty-eight pre-service teachers took part in this study, which used the case study method. A semi-structured interview, the pretest and posttest containing the sociomathematical norm-framed dialogue analysis, video recordings of class discussions, and the researchers' observation notes in the lectures where the applications were carried out were all employed as data collection tools. This study would contribute to the literature with its components, positive outputs and suggestions for future studies. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01