Background:
As is well known to all bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher’s knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher’s discourse.

Material and methods:
In this study we utilized discourse analysis of interpersonal meanings within a high school mathematics class mainly by focusing on the mathematics teacher’s discourse

Results:
We have found that an interpersonal meaning manifested by teacher’s discourse establishes counterproductive social roles and relationships for the knowing/learning to come alive.

Conclusions:
We conclude that the realization of interpersonal meanings can hinder or support the generation of ideas within the classroom: both for teacher’s knowing and student’s mathematical meaning making