La confrontación de normas en la construcción del discurso de la matemática escolar

We present a microetnographical work focused on the interaction between teachers and students in five secondary mathematics classrooms in Barcelona, Spain. We develop an interpretative analysis based on aspects of the grounded theory in order to better understand how the classroom situated discourse has an influence on the construction of the school mathematics Discourse. We point to the possibility of analysing the contents of classroom discourses by integrating elements of the historical dimension through the identification of differences in the use of norms. In particular, our data show the interaction between teachers and students in the construction of the mathematics classroom discourse when solving a contextualized problem. We observe how certain norms related to the students' lifeworlds are rejected in favour of norms that are introduced as belonging to the school discourse