Abstract:

This study aims to reveal the sociomatematical norms that the teacher of mathematics intends to create within the classroom in a classroom where students with difficulty learning from the coaching students are involved. The work is in the condition of work. The participants of the study were formed by three mathematics teachers who educated in the state schools belonging to a district in western Turkey and where students with one-on-one learning difficulties in their classes. The data of the study collected through observations and documents were analyzed using content analysis. The study found that teachers show different solutions in the mathematical sense, accept the mathematical explanation without reasoning, reach a consensus by placing and discussing the mathematical judgments presented in the class with the necessary questions on the table, acceptable mathematical explanation and explanation of reasons, making the right solutions using the wrong solutions given, presenting simple and effective solutions, guiding, finding the truth, generalizing using the wrong explanation, re-explanation and analysis of a student's solution, mathematical accuracy, and the form of the norms of making the solutions accepted. The conclusions of the study have determined that the sociomatematical norms employed by teachers in their classes are generally in the capacity to contribute positively to the student’s meaningful learning, but in addition to the process, the norms are also intended to be created in the capacity to not contribute much to the student’s development in the capacity to consider only the result. In the light of the findings, teachers may be advised to be able to focus on the solution process rather than the answer to a question and to engage more in classes of sociomatematical norms that make students more free and active.

Keywords: