The language of friendship: developing sociomathematical norms in the secondary school classroom

This paper reports on a study of friendship groups as they learned mathematics in small groups in a secondary school classroom. It examines the role that discussions between friends have on their ability to negotiate taken-as-shared meanings (or sociomathematical norms). Transcripts of peer talk in a low attaining group of 14-15 year olds are analysed for evidence of the sociomathematical norms evident in a study by Cobb et al (1995) with 6-8 year olds. Findings suggest that similar negotiations are evident, despite the differences in age, but that an additional sociomathematical norm related to mathematical efficiency in written communication is identified