Presents a way of interpreting mathematics classrooms, by advancing the notion of sociomathematical norms, to account for how students develop mathematical beliefs and values and how they become intellectually autonomous in mathematics. Includes episodes from a second-grade classroom to clarify the processes by which sociomathematical norms are…

Discussed is the research project that used small-group problem solving as a primary instructional strategy of second grade mathematics for an entire year. The mutual construction of classroom norms for cooperative learning style is illustrated and examples of resulting learning opportunities are given. (MDH)

The relationship between normative patterns of social interaction and children's mathematical thinking was investigated in 5 classes (4 reform and 1 conventional) of 7- to 8-year-olds. In earlier studies, lessons from these classes had been analyzed for the nature of interaction broadly defined; the results indicated the existence of 4 types of…

Analyzes one third grader's participation in mathematics class discussions, his beliefs about class discussion, and his arithmetical development throughout a school year in a problem-centered learning classroom. Concludes that a fruitful classroom discussion both necessitates and, conversely, is facilitated by the negotiation of social norms and…