Sammendrag
This study introduces a framework for analyzing opportunities for mathematical reasoning
(MR) in school mathematics, using MR-relevant claims and their derivation as the unit of
analysis. We contend that this approach can effectively capture a broad range of opportunities
for MR across various teaching situations. The framework, rooted in commognition,
entails identifying necessary object-level narratives (NOLs) and the processes involved in
their construction and substantiation. After theoretical development, the framework was
refined through analyses of mathematics lessons in Norwegian primary school classrooms.
Examples from the data illustrate how to utilize the framework in analysis and what such
analyses can reveal in four typical teaching situations: the introduction of new mathematical
objects, the introduction of procedures, work on exercise tasks, and work on problemsolving
tasks. Drawing from the analysis of these examples, we discuss the value of the
framework for analyzing MR in school mathematics and how such analysis can benefit
teachers and researchers.
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