Sociomathematical norms and the teacher's mathematical belief: A case study from a Korean in-service elementary teacher

Seon Mi Kang, Min Kyeong Kim

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

The beliefs of teacher regarding their students' learning in mathematics are an essential factor due to their importance in developing a desirable mathematics classroom culture. The purpose of this study is to investigate the mutual relationship between the construction of sociomathematical norms in classroom mathematical culture and teachers' beliefs. We observed 13 sessions of a fourth grade elementary mathematics class for two periods totaling one year, and conducted interviews with the elementary teacher and students who participated in this study. The study results revealed that the mathematical belief of the elementary school teacher was reflected in the decision making for mathematics instruction, and greatly influenced the purpose, contents and methods of the mathematics class, which contributed to creating sociomathematical norms, or repeated patterns appearing between the teacher and students.

Original languageEnglish
Pages (from-to)2733-2751
Number of pages19
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume12
Issue number10
DOIs
StatePublished - 2016

Keywords

  • Elementary mathematics classroom
  • Mathematical belief
  • Mathematics classroom culture
  • Sociomathematical norms

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