This report discusses discourse analysis as a methodology for doing research on learning processes in mathematics classrooms. In accordance with the framework of discourse analysis mathematics is viewed as an autopoietic system, which is continually self-producing.
The discourse and mathematical objects are mutually constitutive and are in a constant dialectic process of co-emergence. Finding out the mechanism of this discursive construction is a challenging task for the researcher. A discursive stand, which is originated in the work of Wittgenstein, will contest the essential idea of real thougt hiding there behind its imperfect verbal realisation. Discourse and thinking cannot be divided. As a consequence, the discourse is then the object of the study rather than a window to the mind.
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