Three of the inferred norms relate to the mathematical content and its learning, including privileging the table of values and devaluing explanation¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? SDMN 2, SDMN 4 and SDMN 5 were related to the mathematical content and its learning, e.g. that the most common or necessary mode of representation is the table of values, and that explanations in answers waste time. → 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
Findings section of the qualitative discourse analysis: endorsed narratives in Groups 1 and 6 supported the table-of-values norm; Group 7 narratives supported "Explanations in the answers to the tasks are not necessary because time is wasted" (SDMN 5).
"Three of them (SDMN 2, SDMN 4, and SDMN 5) were in some way related to the mathematical content and its learning. For instance, from the different endorsed narratives identified in Groups 1 and 6, we were able to infer the SDM norm “To teach the most common or necessary mode of representation is table of values” (SDMN 2)."
Discussion¶
Related Claims¶
- Five socio-didactic-mathematical norms can be inferred from pre-service secondary mathematics teachers' discourse while solving a didactic-mathematical task — a broader claim this one bears on
- The inferred norms show features of a traditional teacher perspective, while SDMN 4 shows features of a perception-based perspective — related
- Two inferred norms concern teachers' role, with the teacher-validation norm appearing in all participating groups — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sdmns-related-to-mathematical-content-and-learning |
title |
Three of the inferred norms relate to the mathematical content and its learning, including privileging the table of values and devaluing explanation |
description |
Three of the inferred norms relate to the mathematical content and its learning, including privileging the table of values and devaluing explanation |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — toscano-2019 |
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