As is well known, 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. 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. 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. 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.