ABSTRACT
An analysis that views classroom processes like the realization or living of a culture has at least to employ both psychological and sociological perspectives. Although fundamentally constructivist approaches exist in both disciplines, the task of integrating these different perspectives for mathematics education still seems to be underdeveloped. In an ongoing project, “The Social Formation of Mathematical Learning Processes,” related attempts have been made based on the interpretation of video documents from elementary mathematics classrooms. The analyses have led to a challenging reinterpretation of
the expectations related to “discovery learning”
the functioning of usual “visualizations” (didactical means and materials—”embodiments”)
