Abstract

This paper is a part of a larger study which aimed to design a learning trajectory in pre-algebra. As a design research, it follows three steps of Preliminary Studies, Teaching Implementation and Retrospective Analysis. To enhance the quality of learning, we adjusted the socio-mathematical norms in the teacher's lesson plan. One aspect that will be discussed in the present study is the order of the students' solution during group and class discussion. The subjects of the study were 32 fifth grade students of a state elementary school in Palembang. We gathered the data about teacher and students' behavior during the lesson by using observation and interview method. To crosscheck the data, the students' written work was also considered. The collected data were analyzed qualitatively by using constant comparative method. The results showed that the students were actively engaged in learning and brave to share their ideas if the teacher gave them opportunities. In addition, the students' selfefficacy was fostered if the teacher connected the ideas of students, instead of directly judging them as correct or not. This enhanced students' self-efficacy. Hence, the students were actively engaged in learning and no one left behind. Consequently, it is recommended to establish the sociomathematical norms in conducting Mathematics lesson.

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