Abstract
In this paper, it is contended that in order to understand individual student's learning in the complexity of the mathematics classroom it is necessary to examine the events that occur before, during, and after learning. To illustrate, the process by which two children each construct new mathematical meanings is examined in this manner. The detailed analyses of each of these events provides insight into the processes by which individual students construct mathematical meanings in classroom settings. The investigation also reveals that the underlying social norms differ from those found in traditional classes, and that this creates different opportunities for learning. It is contended that it is the differences in the norms that have been established in their respective classes that distinguishes between the events in learning for the two children.
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