Preservice Mathematics Teachers’ Awareness of Sociomathematical Norms

The awareness that pre-service teachers gain during their professional development process can directly affect their future teaching practices. In this context, this research aims to determine the awareness levels of pre-service mathematics teachers regarding sociomathematical norms. In this context, three forms were developed based on teacher-student dialogues that incorporate sociomathematical norms. The research was conducted using a qualitative case study model. The research study group consists of 42 third-grade students enrolled in the middle school mathematics teaching program at a state university in the Central Anatolia Region. Three scenario-based forms and semi-structured interviews were used as data collection tools. The data were analyzed through a three-level rubric. The findings reveal that the sociomathematical norm awareness levels of pre-service teachers are generally moderate. Experimental studies evaluating the impact of training on sociomathematical norms are recommended.