In order to study learning in mathematics class discussion, we examined the participation, beliefs, and development of arithmetic meaning of four grade 3 students over one school year. In this paper, we report on class discussion from the perspective of one of these four students, Brad. Enjoying the intellectual challenges from mathematics discussions, Brad took an active role in making sense of other students' explanations and assisting mathematics communication among his classmates. In so doing, he created his learning opportunities. The analysis of Brad's arithmetical development provided additional insights into Brad's participation in mathematics class discussion. On the basis of this study, and especially the knowledge gained from Brad, we suggest that a fruitful mathematics class discussion necessitates the negotiation of social norms and mathematics meanings. Each class must work out its own patterns of interaction. The process of negotiation is dialectic: the negotiation of social norms makes possible the negotiation of mathematics meaning, and the negotiation of mathematics meaning makes possible the negotiation of social norms. Students learn how to discuss mathematics as a group and how to make sense of mathematical ideas as individuals by having the opportunities to discuss and make sense of different explanations.
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