Sociomathematical norms aimed to be created by 5th grade mathematics teachers for normal and learning disabilities students in their class about procedures with fractions

In this study, it was aimed to determine the sociomathematical norms that the mathematics teacher tried to reveal in the classroom in a classroom with students with learning difficulties among inclusive students. Operating status of the study is that the study participants trained in Turkey's western province of the district belonging to a state school and one in the class has created three mathematics teachers where students with learning disabilities. The data of the study collected through observation and document analysis were analyzed with content analysis. In the study, it was observed that teachers created both sociomathematical norms and norms that are candidates to be sociomathematical norms for normal students with learning difficulties. From the findings of the study, it can be said that the norms created by teachers for students with learning difficulties are less than the norms they have created for all students in the classroom. The norm behaviors were for students with learning disabilities as "accepting explanations without justification" and "generating and proposing different solutions in mathematical terms"; for all students in the classroom, "generating and proposing different solutions in mathematical terms, discussing the mathematical reasoning in the classroom with the necessary questions reaching a compromise, exhibiting simple, easy and effective solutions, accepting explanations without justification, finding results by guiding, offering different solutions, presenting acceptable mathematical explanations and justifications, re-explaining and analyzing another student's solution ". Among the findings of the study, it was determined that the sociomathematical norms used by teachers in classrooms with students with learning difficulties were of a quality that would contribute positively to the meaningful learning of the student, however, norms were also used in a way that would not contribute much to the development of the student in a quality that would care about the result rather than the process. In the light of the findings, it can be suggested that teachers can focus on the solution process and use some sociomathematical norms that enable students to be more free and active in their classrooms.