Shaping practice: worksheets as social artefacts

Part of a broader research project on the development of mathematical understanding in primary classrooms, the research reported in this paper focused on how opportunities to learn about percentage in two classrooms were shaped by worksheets. The words in the text, the way that the teachers replicated these orally, a grid used to illustrate the concept of percentage, the genre of both mathematical and non-mathematical aspects of the worksheet's presentation, and the calculation methods presented were all potentially influential aspects. It is argued that the "knowledge" conveyed by the texts of the worksheets was distributed over a much wider field than the classrooms involved.<br />