This paper explores the normative and meta-normative dimensions that regulate the interactions in mathematics classroom and shape the participation of teachers and students in a context of an exploratory-investigative task about patterns. This task was implemented in a 7th grade of a basic public school (approximately 12-years-old pupils). Norms andmeta-norms were identified using as theoretical tools two models of analysis designed to describe and to interpret the processes of interaction in the classroom. We conclude by highlighting the importance of the teacher becomes aware of the complex network of norms and meta-norms involved in mathematical and didactic practices, as an important resource for managing (negotiating or changing) them, at each moment of the activity, to ensure optimization of student learning.
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