Mathematics discussions by design: creating opportunities for purposeful participation

The Use of Oral Questioning in Inculcating Values in Mathematics for Primary School Students

“…Inculcation of pure values focusing on character and personality building can be inculcated consistently and continuously in mathematics teaching. This will generate students' awareness and intellectual openness in understanding mathematics based on universal pure values [22,24]. In this context, oral questioning serves as a stimulus to encourage students to internalize pure values in themselves, but it is more effective as students' thinking is stimulated through oral questions.…”

Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s Development

“…We report on classroom discourse about students' solution methods in four analytic geometry lessons in higher secondary school. This provides a counterpoint to previous studies, in which classroom discourse has been investigated in elementary mathematics lessons in primary school or lower secondary school (e.g., Drageset 2015; Henning et al 2012;Nathan and Knuth 2003;Sherin 2002). Our design for classroom discourse focused on encouraging students to share their ideas and articulate their thinking through particular kinds of teacher actions in classroom discourse.…”

Teachers' use of reasoning-based questions in procedural and conceptual lessons

“…A study by Ni et al (2013) found that the implementation of high cognitive demand tasks lead to higher level questions from the teacher. Similarly, Henning et al (2012) found that longer and more mathematically complex tasks lead to more conceptual discussions. However, during these conceptual discussions, the teacher tended to provide higher levels of guidance, which lead to lower levels of student participation.…”

“…They state, "it is through a particular kind and quality of discourse that implicit mathematical ideas are exposed and made more explicit" (p. 26). When a teacher prompts students to engage in discourse about this kind of mathematics, it allows them to see the unique ways that students interpret and solve problems (Gall & Gillett, 1980), as well as give teachers multiple opportunities to assess students level of understanding and location in the development of mathematical concepts (Henning, McKeny, Foley, & Balong, 2012).…”

“…Students need the opportunity to both hear ideas from the teacher and have the opportunity to articulate their own understanding, while negotiating meaning with their classmates (Piccolo, Harbaugh, Carter, Capraro, & Capraro, 2008). If students are unable to elaborate on their thoughts and ideas, this should be considered an indicator of a lack of true understanding (Henning et al, 2012).…”