Two inferred norms concern teachers' role, with the teacher-validation norm appearing in all participating groups¶

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? SDMN 1 ("The teacher validates the knowledge and clarifies doubts") was identified in all groups, and SDMN 3 (following an established sequence) in two groups, both linked to teachers' role. → 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 findings across five participating groups: the validation norm appeared in all groups, while the established-sequence norm (SDMN 3) was inferred in two groups (G1 and G4) from endorsed narratives about presenting content in a "correct" sequence.

"One of them (SDMN 1: “The teacher validates the knowledge and clarifies doubts”) was identified in all the groups and has been detailed in the analysis section (see Table 1)."

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
• Three of the inferred norms relate to the mathematical content and its learning, including privileging the table of values and devaluing explanation — related