ABSTRACT
The underlying motive of the study discussed in this chapter is to understand how intersubjectivity is established in mathematics classrooms, if the radical constructivist perspective on the learner’s subjectivity is taken as a starting point. The popular answer, that the student could discover mathematical truth on his or her own, does not seem sufficient because the student (at least the elementary school student) has not fully learned the process of mathematical reasoning, and is not yet a member of a mathematical community. This study searches for an answer by analyzing interactions (i.e., mutual influences) between the teacher and the students within the classroom microculture.
