Investigation of sociomathematical norms and learning opportunities in the modeling process

The purpose of this study is to determine the sociomathematical norms in the elementary school mathematics lessons where the modeling processes are conducted and discussed and to examine the effects of the negotiation of these norms on learning. In learning environments where modeling activities are discussed, 21st century skills such as reasoning, problem solving, predicting, communicating, transferring and interpreting according to the situations encountered are provided. On the other hand, considering the importance of the social and cultural environment for learning activities, examining the class micro culture and determining the class norms are important for conceptual learning. For these purposes, the study is carried out with students in the eighth grade of a elementary school and with the mathematics teacher of that class. In this process, modeling activities are applied to the students and the actions and discourses of the students regarding the modeling processes are focused. In the study in which qualitative methods used, the data obtained as a result of video and audio recordings, individual study reports, observer notes and interviews are analyzed according to the continuous comparison method. As a result of the study, it was expected to determine the social and socio-mathematical norms that allow us to understand the elementary school mathematics classroom microculture and to demonstrate what effect the norms that have in revealing learning opportunities. Considering the social and socio-mathematical norms specific to mathematics classes and the realization of mathematical applications in this context can be considered important in terms of mathematics teaching. Key Words: Mathematics education, learning opportunities, modeling, elementary math class