International Journal of Educational Research 46 (2007) 319–326 Mathematics classroom cultures: Methodological and theoretical issues Fritz C. Staub University of Fribourg, 1700 Fribourg, Switzerland Received in revised form 18 October 2007; accepted 23 October 2007 Abstract Progress in video technologies and developments in theories of learning have lead to a surge of interest in the role of classroom culture in schooling. The studies presented in this special issue of the IJER on analyzing mathematics classroom cultures and practices contribute to our knowledge on the role of beliefs and norms in classrooms and the interrelationship between classroom culture, student learning, and the advancement of teaching. In this final section these papers are discussed with respect to fundamental questions on the nature of the units of analysis chosen to sample the practices recorded on video and to describe and identify teaching patterns. Such issues are of pivotal importance, not only from a methodological point of view, but also because they carry theoretical and practical implications. What is still largely missing in research on classroom cultures are studies that combine to closely look at individual learners as well as at the social processes of participation in classroom activities within institutional settings. r 2007 Elsevier Ltd. All rights reserved. 1. Relevance, conceptual and methodological challenges of research on mathematics classroom cultures There is wide agreement that cultures are of pivotal importance in shaping the way we live and learn. In deliberations on questions of schooling the importance of culture has widely been acknowledged (e.g., Bruner, 1990, 1996). Also in mathematics education, culture has increasingly become a pivotal issue (e.g. Alexander, 2000; Bishop, 1988; Presmeg, 2007). The concept of culture, however, is a very elusive one. What is culture in the context of teaching a particular subject matter domain such as mathematics? How can classroom culture be researched empirically in rigorous and systematic ways? We see two main sources for the surge of interest in the complex topic of classroom culture: the progress in video technologies and developments in theories of learning and teaching. New theories of learning, teaching and human development have been pressing to more explicitly address and integrate theoretical issues related to culture, even though culture still remains a rather ill-defined concept (e.g., Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991; Rogoff, 2003; Sfard, 1998; Tharp & Gallimore, 1988). In one of its popular uses culture refers to a broad array of beliefs and activities shared by members of a group (Thomas, 1996). In research on work group culture, for example, many different scientific definitions have been proposed. Two related perspectives, however, are typically emphasized: ‘‘First, culture is often ARTICLE IN PRESS www.elsevier.com/locate/ijedures 0883-0355/$ - see front matter r 2007 Elsevier Ltd. All rights reserved. doi:10.1016/j.ijer.2007.10.007 E-mail address: fritz.staub@unifr.ch