Socio-mathematical norms related to explanations: A case of a gifted and talented mathematics classroom
Résumé
This study explores socio-mathematical norms (SMNs) related to explanations in a gifted and talented students’ classroom as a response to calls for investigating their classroom micro-culture. Data consist of forty-three mathematics lessons. We defined two dimensions (teacher and student) of SMNs which were reported in the literature and analysed the data based on these dimensions. Findings revealed one SMN regarding acceptable mathematical explanations and justifications that has the potential to support creative mathematical activity through elaboration. However, the classroom community lacked explicit evaluations of ideas based on other creativity components such as fluency, flexibility, and originality. This study recommends some practical and theoretical implications for creating a classroom environment for gifted students.
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