From the perspective of a student-driven teacher: compromises when teaching a new class in mathematics

Mathematics teachers have many opportunities to design, use and redidactisise their own teaching resources according to the way they are driven. However, especially when teaching a new class, mathematics teachers must make compromises. In the research presented in this paper, one competent student-driven teacher (Siedel & Stylianides, 2018) was video-observed and interviewedduring a semester in which she began teaching a new class in mathematics. Her teaching is first analysed according to the written curriculum, intended curriculum and enacted curriculum. Then, different compromises are discussed with respect to social and sociomathematical norms (Cobb & Yackel, 1996). The findings indicate that the student-driven teacher was very aware of the need tomake compromises in order to initiate and guide the renegotiating process establishing social and sociomathematical norms.