Sosiale og sosiomatematiske normer i inquiry-basert undervisning

Abstract

The study is a case study of qualitative design that addresses the social and sociomathematical norms attributed to the microculture of a 9th grade class at a school with the fictional name Bloksberg Skole. As a participatory observer for eight hours of mathematics classes, in which video recordings of entire hours are undertaken, conjectures related to classroom norms are written as field notes. In addition to observation, which makes up the bulk of the data material, teacher and group interviews are undertaken and used as supporting data. Conjectured norms prescribed in the fieldnotes are categorized and examined in the light of the data material. Social and sociomathematical norms attributed to the classroom microculture are identified and discussed in the light of inquiry-teaching and national curricula to describe their productivity. In total, 13 social norms have been identified, of which 5 are productive, and 14 sociomatematic, 6 of which are productive. By examining the teaching's inquiry cycles together with what standards should be present in such an inquiry-setting, productive norms are described that are more essential to such a teaching practice. In addition, an excerpt of norms is presented to illuminate a possible conflict and to investigate what actions can be taken to develop the microculture in such an inquiry direction.