Strategies That Support Mathematical Discourse in the Elementary Classroom

• In Event: Roundtable Session 118
  In Roundtable Session: Mathematical Discourse and Student Learning

Abstract

Research over the past 30 years has supported transforming mathematics classrooms into learning communities where students engage in mathematical discourse. This four-month qualitative case study closely examines one elementary teacher’s actions (questions, moves, thoughts, reflections) when effectively facilitating mathematical discourse, in order to develop a deeper understanding of this pedagogical practice.

The data analyses indicated the teacher engaged in a variety of strategies that moved her learners beyond social norms to a higher level of discourse that supported their engagement in sociomathematical norms. This session will share and discuss these practices as an indication of how engaging in mathematical discourse can be one of the foundational cornerstones from which teachers and students can construct a deeper understanding of mathematics.

Authors

• Karen M. Higgins, Oregon State University

• Barbara Lynn Blanke, California Polytechnic State University, San Luis Obispo