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            <title xml:lang="en">Teaching beyond the mathematics of the moment</title>
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                <forename type="first">Evi</forename>
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            <idno type="halRefHtml">&lt;i&gt;Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)&lt;/i&gt;, Feb 2022, Bozen-Bolzano, Italy</idno>
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                <term xml:lang="en">Discourse</term>
                <term xml:lang="en">mathematical horizon</term>
                <term xml:lang="en">teaching practices</term>
                <term xml:lang="en">mathematics</term>
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              <p>In this paper, we showcase a method of identifying opportunities during the lesson where the communicational patterns go beyond the mathematics of the moment, namely beyond the boundaries of the curriculum. Drawing on the literature around Horizon Content Knowledge and building on the Theory of Commognition, we look at a lesson from one teacher and study instances where her communication with the students goes beyond the mathematics of the moment. Our analysis identifies three types of opportunities (manifested, potentials of the discussion and potentials of the task). Further analysis of manifested opportunities indicates that intersubjectivity is a characteristic of the discourse of the teacher at the mathematical horizon.</p>
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