Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities

• Published in: International journal of science and mathematics education Vol. 21; no. 3; pp. 761 - 785
• Main Authors: Yenmez, Arzu Aydoğan, Erbaş, Ayhan Kürşat
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.03.2023; Springer; Springer Nature B.V
• Subjects: Classrooms; Data analysis; Education; Educational Change; Environment models; Faculty Development; Mathematical analysis; Mathematical Models; Mathematics Education; Mathematics Teachers; Norms; Science Education; Secondary School Teachers; Students; Sustainability; Teachers; Mathematical modeling; Mathematics education; Professional development; Sociomathematical norms; Teacher change
• ISSN: 1571-0068; 1573-1774
• DOI: 10.1007/s10763-022-10275-5

We investigated and compared sociomathematical norms in secondary mathematics teachers’ classrooms before and after using mathematical modeling activities. Participants were four secondary mathematics teachers. The data included 104 h of videotaped classroom observations and teacher interviews. The data analysis revealed notable changes in sociomathematical norms in teachers’ lectures not utilizing modeling activities beyond those utilizing modeling activities. The results implied that teachers and students were convinced by and adopted what was done in the modeling environment. We discussed that modeling activities could be a powerful tool for mathematics teachers and students in challenging and transforming traditionally oriented classroom norms to those aligned with reform-oriented mathematical classrooms and their sustainability.