Normen beim Argumentieren mit Darstellungen – Analyse orientierender Referenzkontexte

Norms play a central role in argumentation with representations. One aim of interpretative research in didactics of mathematics is to reconstruct how norms develop in processes of negotiation. In order to investigate these complex negotiation processes between different participants, a better understanding on a micro level is needed first. This article addresses this research desideratum exemplarily for primary school children’s argumentation with representations (dot patterns) in the context of parity. For theoretical and empirically based clarification, the article combines two different perspectives of the research field: a subject-specific perspective and an empirical-interactionistic perspective on norms. The analysis of empirical case studies reconstructs the orienting references in the children’s argumentations and reflects correlations to subject-specific norms.