Abstract:

The aim of this study was to examine the middle school mathematics teachers knowledge about their students' socio-academic backgrounds in Turkey. In this case study, interviews were performed with mathematics teachers whom selected by purposeful sampling. Content analysis were used to analyze the data. According to participant teachers, socio-academic knowledge consists of the students’ strengths and challenges, students’ histories with previous teachers, students’ places on the learning continuum and students’ ways of learning, students' interests and extracurricular activities, family dynamics and home environment, and personality traits of the students. It was found out that participant teachers have obtained this knowledge through instructional talk, talking to colleagues and family, having non-instructional talk with students, observing and listening to students outside the classroom, using empathy, talking with friends, reflecting on  prior experiences and  using internet. In addition, they use this knowledge in the teaching process for adjusting, connecting, preparing, recognizing and responding students' needs and engaging students. They also experience some difficulties when obtaining and using this knowledge.

Keywords: