Mathematical norms are important cultural knowledge of mathematical activities. This paper reports an analysis of mathematical norms in ten consecutive lessons taught by an eighth-grade Japanese teacher. The lessons were located in the unit of simultaneous linear equations. The videotapes of the lessons, their transcripts, and the interview data…

Analyzes some examples of classroom interaction from observation of English as a second language (ESL) teachers in Japanese classrooms. Analysis of the data shows that lessons often seem to pass from meaningless activity to silence and that ESL teachers continue to emphasize form over meaning and accuracy over communication. (SED)