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Examining socio-mathematical norms related to problem posing: a case of a gifted and talented mathematics classroom

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A Correction to this article was published on 30 October 2020

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Abstract

In this study, we propose the notion of a socio-mathematical norm to explore the affective aspects of a classroom in the context of problem posing. Our case is a gifted and talented mathematics classroom with twelve students. The primary source of data consists of forty-three mathematics lessons. Our theoretical stance defines two dimensions of a socio-mathematical norm: student and teacher. The findings revealed three socio-mathematical norms (reformulations of problems, generating new problems, evaluation and correction based on the sufficiency of the information) that reflect the classroom’s micro-culture, which involves problem posing. In addition to these basic norms, normative understanding related to “posing more challenging problems” allowed for challenging mathematical situations in the classroom, which is of particular importance for gifted and talented students. We discuss the teacher’s and students’ roles in problem posing activities. We also explore possible reasons for not observing socio-mathematical norms regarding the assessment of posed problems on a criterion that could support students for posing more original, more complex, and more realistic problems. The study suggests practical implications for the dynamics of a classroom where students engage in problem posing activities and theoretical implications regarding the two dimensions of a norm.

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  • 30 October 2020

    This article is intended for inclusion in the Special Issue on Affect in Mathematical Problem Posing: Conceptualization, Advances, and Future Directions of Research.

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Acknowledgements

We would like to thank the anonymous reviewers and the editors of the special issue, Jinfa Cai and Roza Leikin, for their constructive comments and suggestions which helped us to improve our manuscript. This study is part of an on-going PhD thesis that will be submitted to the Institute of Educational Sciences at Marmara University, Turkey by the first author.

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  1. Institute of Educational Sciences, Marmara University, Istanbul, Turkey

    Aslı Çakır

  2. Department of Mathematics and Science Education, Ataturk Faculty of Education, Marmara University, Istanbul, Turkey

    Hatice Akkoç

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  1. Aslı Çakır
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  2. Hatice Akkoç
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Çakır, A., Akkoç, H. Examining socio-mathematical norms related to problem posing: a case of a gifted and talented mathematics classroom. Educ Stud Math 105, 19–34 (2020). https://doi.org/10.1007/s10649-020-09965-0

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