Commentary: In Search for Common Ground

Abstract

 This commentary chapter draws attention to the common ground in this diverse collection of empirical studies of mathematics classrooms from a range of sociological perspectives. In accordance with the objectives of the book, most – but not all – authors seek to escape or repress the privileging of one side of the contradistinction between structure and agency in their gaze at mathematics classrooms. The chapter also offers an example of how to productively engage with the diversity of the contributions through comparison of insights from different settings in which similar images for social identification operate. Further, some suggestions for pursuing the agenda represented in the book are made. These include looking more systematically into transitions where a discontinuity in previously established social relationships can be assumed; conducting comparative analyses of mathematics education in different school sectors (including vocational education); and identifying situations in which a potential of destabilizing images for social identification can be recognized.