Five socio-didactic-mathematical norms can be inferred from pre-service secondary mathematics teachers' discourse while solving a didactic-mathematical task¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Qualitative analysis of transcribed group dialogues identified five socio-didactic-mathematical norms in pre-service secondary teachers' discourse. → Toscano 2019

Evidence¶

Toscano 2019¶

Toscano, R., Sánchez, V., & García, M. (2019). Combining Theoretical Approaches: Socio-Didactic-Mathematical Norms and Perspectives in Pre-service Secondary Mathematics Teachers' Discourse. International Electronic Journal of Mathematics Education, 14(3), 455-466. https://doi.org/10.29333/iejme/5748

q2 · i? · the article prints no effect size for this finding · qualitative · r3

Qualitative/interpretative study of audio-recorded dialogues of 20 pre-service secondary teachers in five groups solving a didactic-mathematical task on functions; researchers inferred norms from endorsed narratives, reporting "we have been able to infer five SDM norms in our study".

"Based on our analysis, we have been able to infer five SDM norms in our study. The number of the norm indicates the order of appearance in the analysis process followed by the researchers."

Discussion¶

Related Claims¶

• Two inferred norms concern teachers' role, with the teacher-validation norm appearing in all participating groups — a narrower finding that bears on this claim
• Three of the inferred norms relate to the mathematical content and its learning, including privileging the table of values and devaluing explanation — a narrower finding that bears on this claim
• The inferred norms show features of a traditional teacher perspective, while SDMN 4 shows features of a perception-based perspective — related