Social and socio-mathematical norms in teaching cube nets using ELPSA framework in junior high school

Abstrak

Effective teacher–student interaction plays a fundamental role in mathematics learning, particularly in establishing social and socio-mathematical norms that regulate classroom communication, reasoning, and collaboration. These norms encourage students to articulate, evaluate, justify, and refine mathematical ideas collectively. The topic of cube nets provides an appropriate context for developing such norms because it requires spatial visualization, abstract reasoning, and collaborative problem solving. However, students’ understanding of geometry and the implementation of socio-mathematical norms in Indonesian mathematics classrooms remain limited. Therefore, this study aims to analyze the emergence and development of social and socio-mathematical norms in cube-net learning through the Experience, Language, Pictorial, Symbol, and Application (ELPSA) Framework. Employing a qualitative research design, this study involved two mathematics teachers in Banda Aceh, Indonesia. Data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the ELPSA Framework effectively facilitated the development of social and socio-mathematical norms during mathematics instruction. At the Experience stage, the dominant norm identified was the avoidance-of-threat norm, which encouraged students’ participation without fear of negative judgment. At the Language, Pictorial, and Symbol stages, various norms consistently emerged through classroom interaction. Meanwhile, at the Application stage, the dominant norms included the third-person comprehension norm, non-ambiguity norm, mathematical differentiation norm, and relevance norm. Furthermore, the ELPSA Framework enhanced students’ spatial abilities through visualization, mental rotation, and geometric transformation essential for understanding three-dimensional concepts.