Socio-didactic-mathematical norms (SDMNs) as metadiscursive rules in pre-service teacher discourse¶

Theory · All theories
Evidence · 4 claims (4 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

SDMNs extend sociomathematical norms by capturing constraints, conditions and particularities related to mathematics as a school subject, its teaching and its learning, as they arise in interaction among pre-service teachers solving professional tasks. Building on Sfard's commognition, where norms are "metadiscursive rules that are widely endorsed and enacted within the discourse community", the authors infer SDMNs from endorsed narratives in group discourse. The construct situates norm identification in teacher education rather than classroom student-teacher interaction.

Design Implications¶

Context¶

Requirements¶

• Analysis requires transcribed discourse from group interaction on a didactic-mathematical task and identification of endorsed narratives from which features and norms are inferred.

Constraints¶

• The study addresses only SDMNs arising among pre-service teachers solving a task; other norms exist but are not addressed in this part of the study, and no generalization is intended.

Target Learners¶

• pre-service secondary mathematics teachers

Target Learning Objectives¶

• understanding norms regulating discourse about mathematics, its teaching and its learning

Claims¶

• Five Sdmns Inferred Preservice Teacher Discourse [+M]
• The inferred norms show features of a traditional teacher perspective, while SDMN 4 shows features of a perception-based perspective [+W]
• Three of the inferred norms relate to the mathematical content and its learning, including privileging the table of values and devaluing explanation [+W]
• Two inferred norms concern teachers' role, with the teacher-validation norm appearing in all participating groups [+W]

Related Theories¶

• Commognitive framework: thinking as communication and learning as participation in mathematical discourse
• Tzur et al.'s three teachers' perspectives: traditional, perception-based and conception-based

Examples¶

• Didactic-mathematical tasks as a teacher-education element situating pre-service teachers in professional activity

Key Sources¶

• 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