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The interaction between types of communication and socio-mathematical norms on students’ learning autonomy in five curriculum programs was investigated. Uni-directional, contributive, reflective, and instructive types of communications were present in curriculum programs studied. Investigations in Number Data and Space and Math Trailblazers provided opportunities for students to explain, justify, and compare solution strategies. Math in Focus and Scott Foresman Addison Wesley-Mathematics required explanations, justifications, and comparisons of solution strategies, but those were mainly provided by the teacher. The former and latter programs potentially foster intellectual autonomous and intellectual heteronomous learning in students, respectively, while Everyday Mathematics almost equally supports both. [For the complete proceedings, see ED583989.]