本研究主要受到數學學習觀和數學教育研究典範的影響，欲結合心理學和社會文化理論來了解數學教室教師與學生、學生與學生的互動過程中學生的數學學習為何。以質的研究取向，使用Cobb和Yackel在1996年提出的微觀教室文化的詮釋架構為基礎，探討國小四年級數學教室，在課室討論文化形成的數學探究學習社群所產生的社會規範和社會數學規範的學生數學學習，以及教室的數學實踐為何。
研究發現，數學探究學習社群所形成11個社會規範、6個社會數學規範可以提供學生的數學學習。而社會規範會成為社會數學規範的基礎，並促進社會數學規範的形成。社會數學規範則讓學生可以針對數學內容進行具有數學意義的討論。在數學探究學習社群的教室數學實踐有，1.彼此分享、不言自明的社群的數學知識：（1）1公斤＝1000公克，（2）單位量 × 單位數：20 × 65，（3）0.81＝81個0.01；2. 使用工具的合法理解方法：（1）括號裡的先算，（2）平分就是除。教室數學實踐「單位量 × 單位數」是「0.81＝81個0.01」的一個不言自明的分享知識，讓成員可以在不用說明的情況繼續討論，而「平分就是除」隱涵地支撐了「0.81＝81個0.01」的教室數學實踐的形成。
最後，本研究建議，1.教師與學生共同營造數學教室的社會規範與社會數學規範，以促進數探究學習社群的數學學習；2.教師可以主動的提供關鍵性的數學問話，讓學生的數學學討論聚焦；3.在互動的過程減少權威的出現，避免負面影響社群的互動；4.形成檢查數學解法的規範，做為數學討論的起點；5.適當安排數學活動和確認學生己有的學習經驗與數學知識，讓教室的數學實踐可以相互的影響與支撐，促進社群的教室數學實踐的有效形成。

This study coordinated psychology and sociocultural theory to explore what students’ mathematical learning in the interactive processes of teacher- students or students- students.
Adopted the qualitative methods and based on the interpretive framework for analyzing individual and collective activity at the classroom level advanced by Cobb & Yackel（1996）, This study investigated what the students’ mathematical learning emerging in the social norms and sociomathematical norms of the learning community of mathematical inquiry generated by the culture of classroom discussion, and what were classroom mathematics practices in a fourth grade mathematics classroom .
This study found that（a）there were eleven social norms and six sociomathematical norms generated by members of the learning community of mathematical inquiry. Further, those norms promoted the students’ mathematical learning.（b） Social norms became the fundamental norms of sociomathematical norms, and boosted sociomathematical norms produced in the learning community of mathematical inquiry. （c）Sociomathematical norms supported students to discuss mathematical contents with mathematical meanings.（d）there were three kinds of taken- as- shared mathematical knowledge, and two kinds of using tools in the legitimate ways of reasoning of the classroom mathematics practices emerging each others.

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