Analyzing the Development Trajectory of Sociomathematical Norms in a Ninth-Grade Classroom-A Case Study on the Lesson "Inscribed Angle"

Yixuan Zhang; Feng Chen

doi:10.70088/wqxc4836

Authors

Yixuan Zhang Guangxi Normal University, Guilin, Guangxi, China Author
Feng Chen Jiangsu Second Normal University, Nanjing, Jiangsu, China Author

DOI:

https://doi.org/10.70088/wqxc4836

Keywords:

sociomathematical norms, Inscribed Angle, classroom interaction, case study, microgenetic analysis

Abstract

This case study examines a standard ninth-grade lesson on "Inscribed Angle." Drawing on sociomathematical norm theory, the study analyzes classroom video recordings, transcripts, and reflective journals to investigate how teacher-student interactions shape mathematical understanding and facilitate the emergence of these norms. In a classroom environment that encouraged student expression, four types of sociomathematical norms were observed: (a) expressing personal ideas freely, (b) applying mathematical knowledge to problem-solving, (c) specifying mathematical elements, and (d) identifying special combinations of these elements. The teacher guided the development of these norms through discursive strategies such as verbal emphasis, strategic interruptions, and positive reinforcement. Methodologically, this study serves as an example of microgenetic analysis of classroom interactions, thereby enriching the theoretical dimensions of research on sociomathematical norms.

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