Socio-mathematical norms regulate whole-class discussion

This study identifies existing socio-mathematical norms through student and teacher responses in
mathematical activity in grade eight in Sweden. The data consist of one video observed research
lesson, and the analyses contribute to methodological identification of socio-mathematical norms
through student responses and connected teacher activity during dialogues. Through these dialogues,
the study identifies how students and the teacher expressed aspects of mathematical knowledge in
their responses based on socio-mathematical norms in this classroom.