The central purpose of this chapter is to demonstrate that by coordinating sociological and psychological perspectives we can explain how changes in beliefs might be initiated and fostered in mathematics classrooms. In particular, we examine: 1) the coordination of students' beliefs about mathematical activity and classroom social norms and 2) the coordination of specifically mathematical beliefs and classroom sociomathematical norms. Examples from a university level differential equations class are used for purposes of clarification and illustration.
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