Exami̇ni̇ng soci̇omathemati̇cal norms i̇n di̇fferanti̇al eqoati̇ons classroom mi̇croculture

In the current literature of mathematics education, it is seen that the idea of doing and knowing mathematics is essentially a social and cultural activity. Accordingly, social and cultural processes gain importance when explaining the mathematical development of students, so that information is structured in the process of negotiating the interactions between class members (teachers and students) and the meaning attributed to these activities by the members. In this context, it is important to examine classroom environments. Because each class has its own microculture and its own norms. These are the norms that characterize all kinds of activities and discussions in the classroom. In this study, sociomatematic norms of classroom environment in which ordinary differential equations, which is one of the most important subjects for applied sciences, are taught in higher education mathematics. For this purpose, ordinary differential equations course which was carried out in the mathematics department of a state university in the spring semester was observed for eight weeks. Sfard (2008), Cobb and Yackel (1996b)'s theoretical frameworks were used to determine the sociomatematic norms of this class. Some of the observed norms can be expressed as: 1. Ordinary differential equations course is conducted by << teacher starts, student answers, teacher evaluates, 2. Presenting one or two examples is considered sufficient for mathematical abstraction, 3. Examples of special cases should be examined before the general case of the theorem or problems.