Investigation of sociomatematical norms and learning opportunities in the learning environment where problem solutions discussed

The aim of this study is to determine the mathematical norms in the middle school mathematics class where problem solutions are discussed and to examine the effects of the negotiation of these norms on learning. In the seventh grade, the problem-based mathematical activities were implemented during the ten-week period and focused on the students' actions and discourses related to problem solving. In the study, where qualitative methods were used, the data obtained from individual study reports, video and audio recordings, field notes and interviews were coded according to grounded theory and analyzed according to continuous comparison method. The findings of the study showed that the discussion of problem solutions shaped the interaction between the class members and thus the normative understanding specific to mathematical activities contributed to the formation of norms. As a matter of fact, in this study, social and sociomatematic norms that allow us to understand middle school mathematics class microculture were determined. In addition, it was seen that the negotiation of the determined norms was effective in shaping the students' beliefs and feelings about mathematics, creating individual and collective meaning, producing creative and effective solutions, finding similarities or differences of mathematical expressions and revealing learning opportunities aimed at providing original solutions through the gains of autonomy. Therefore, it is considered important to design mathematical classes considering the norms in the construction of class microculture structures and to implement mathematical applications in this context.