Interpreting Socio-Mathematical Normative Expectations Around the Mathematics Curriculum in Disadvantaged Contexts: From Policy to Mathematics Classroom Practice
Socio-Cultural Perspectives of Mathematics Teaching and Learning, IGI Global, ss.239-282, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Doi Numarası: 10.4018/979-8-3373-9604-0.ch007
- Yayınevi: IGI Global
- Sayfa Sayıları: ss.239-282
- Van Yüzüncü Yıl Üniversitesi Adresli: Evet
Özet
This study examines how middle school mathematics teachers working in disadvantaged regions perceive, interpret, and adapt socio- mathematical normative expectations in the mathematics curriculum to their classroom context. The study was conducted as a two- stage qualitative research based on document analysis and phenomenology. First, the Middle School Mathematics Curriculum implemented in Türkiye was analyzed in terms of the expectations that lay the groundwork for socio- mathematical norms. Then, the views of teachers working in disadvantaged regions on these expectations were examined. The findings showed that the curriculum provides a strong framework for the formation, discussion, and maintenance of socio- mathematical norms. However, teacher opinions revealed that these expectations are not applied holistically in disadvantaged contexts. Teachers selectively simplify and transform the expectations according to contextual conditions such as students’ linguistic competencies, readiness levels, family support, classroom structure, and school resources.