Hidden dimensions in the so-called reality of a mathematics classroom

Teaching and learning of mathematics in classrooms is interpreted as a situation of human interaction in an institutionalized setting. Using theories and categories from different disciplines - e.g., ethnomethodology, linguistics, cross-cultural studies—a documented mathematics classroom episode is re-analyzed. The analysis of the example is used to identify four hidden dimensions in the classroom process and thus deficient areas of research: The constitution of meaning through human interaction, the impact of institutional settings, the development of personality, and the process of reducing classroom complexity. Consequences for teacher training towards more reflected classroom experience are drawn.