Interactive constructions of mathematical knowledge

Social-interactive processes of negiotating mathematical knowledge impact the collaboration of children in a mathematical class. On the basis of an interpretative-epistemological analysis this article discusses different mathematical talks among children in a multi-age class during their work on analogue tasks concerning the same mathematical structure depending on the interpretation of mathematical signs and on the development of new mathematical knowledge. The author gives an overview of studies to communicative learning with regard to a social-interactive and an epistemological perspective as well to the features of the discourse of children with different schoolmathe-matical experiences. Two detailed analyses of the discourse show exemplarily the spectrum of the interpretative "social and epistemological" dimensions of analysis impacting the individual and interactive understanding of interpretating mathematical signs.