Social and sociomathematical norms in a co-participated learning of the 10% notion

Abstract

In this article we discuss the mathematical learning in a socio-cultural perspective, as an inherent social and cultural process, which is constructed through students’ participation in the social interactions of whole-class mathematical discussions. The aim is to understand the relation between classroom social and sociomathematical norms and the emergence of a co-participated learning of a mathematical content – the notion of 10% – as a benchmark in number sense development perspective. The analyzed data refer to three episodes of a classroom experiment that follows the methodological procedures of a Design Research. Data were collected through participant observation, supported by video and audio recordings of whole-class discussions, students’ written work, and teacher´s research journal. The results show that social and sociomathematical norms have led to the development of dialogical actions that supported the construction of processes and numerical relations that led to the establishment of mathematical practices taken as shared which involved a co-participated learning of the notion of 10% as a benchmark