This article addresses the issue of how 10–11 year old pupils in pairs can actively get involved in reforming their behavior as they reflect on their interaction in order to solve mathematical problems. We studied the opportunities offered for the development of meta-discursive reflection in a pair of pupils in two alternative environments: (1) pupils' observations and discussions on their video-recorded cooperation and (2) pupils' participation in playing and acting in a drama. The results of the research revealed three levels of the pupils' meta-discursive reflection on their interaction: (1) focusing on the achievement of personal goals, (2) focusing on partners' responsibility and (3) focusing on mutual responsibility. Both environments helped the pupils to improve their socio-mathematical interaction.