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September 10, 2025

A Evaluating Teacher-Student Interaction and the Implementation of Sociomathematical Norms in Indonesian Mathematics Classrooms

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Authors

ENEka Fitria NingsihWWWawan WawanASArdi Dwi Susandi

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Overview

Qualitative research assesses teacher-student interaction and sociomathematical norms in Indonesian mathematics classrooms, indicating potential shifts in engagement practices.

Key Points

  • Limited teacher-student interaction in traditional classrooms reveals a need for change in instructional methods.
  • Observation showed that 86% of classroom talk in traditional settings is teacher-led, limiting student participation.
  • Implementation of a problem-posing approach promotes sociomathematical norms, enhancing student discourse and engagement.
  • The study suggests a shift towards interactive and student-centered learning environments can enrich mathematics education.

Cite This Study

Ningsih et al. (2025) studied this question.

synapsesocial.com/papers/68c24236b210217d647a2bd2https://doi.org/10.64268/jtse.v1i1.10
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Also Consider

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  1. 1Application of Modified Flanders Interaction Analysis During Mathematics Lessons in Lagos State Senior Secondary Schools2025
  2. 2The Impact of Cooperative Learning and Contextual Teaching on Problem-Solving Skills and Student Responsibility in High School Mathematics2025
  3. 3From perception to practice: Pre-service teachers' development of ethnomathematics-based learning tools in Indonesia2025
  4. 4Exploring the School Environment Through an Ethnomathematics Approach2025
  5. 5Shifting Teachers' Attitudes or Developing Innovative Didactical Designs: Which Should Come First?2025