本研究主要目的是呈現一位三年級教師如何在數學課室中形成規範來建立討論文化的歷程之行動研究。研究方法採用行動研究法。收集資料包括教學現場的錄影資料、解題記錄、諍友建議及教師日誌等。研究結果顯示教師在三年級的課室中所形成的社會規範包含有解題記錄完整呈現、說話讓大家聽的到、專心傾聽、舉手發言、聽(看)不懂就要提問等；社會數學規範包含有說清楚、講明白、還原題意說明、多利用圖表來表達想法和解題過程、按照題意列式、尋找數學規律、用共識做數學推理、數學解題的有效性、數學解題記錄的多元性等。研究結果發現，社會規範的建立是培養社會數學規範的基礎，而社會數學規範的養成，促進了學生智力自主性的發展。另外規範的形成，非一蹴可及，除了需要日常生活中教師把握課室的機會與學生磋商外，適當的教學策略是不可或缺的。

The purpose of this study was to appear the process of a third-grade teacher how to cultivate children’s mathematical discussion norm through action research. The action research was mainly based on video-recording of teaching, students’ work, peer review, and the field notes.The result of this study showed that: the teacher developed social norms including a complete record of problem solving, speaking louder, listening careful, raising their hands before speaking, asking when unknows; developing sociomathematical norms including clearly explaining, helping restore the meaning of problems, drawing a diagram to explain his work, formula in accordance with the meaning of problems out, searching for mathematical laws, mathematical reasoning, mathematical efficent, multiple solutions.The main finding was that: the social norms was a basis of the emergence of the sociomathematical norms, and the sociomathematical norms supported intellectual autonomy. Moreover, it took a long time to cultivate children’s mathematical discussion norm. Developing a mathematical discussion norm needed the teacher catch the chance to re-negotiate in the course of classroom interactions continually, and the most indispensable element was the appropriate teaching strategies.

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