Using Discourse-Based Mathematics Instruction in Secondary School Classrooms in Ethiopia

Discourse-based mathematics instruction on Grade 11 learners’ mathematical proficiency in algebra topics

“…This study conceived discourse-based mathematics instruction as the teaching and learning of mathematics through engaging in dialogic talk orchestrated around carefully designed tasks in which the topics to be learned are embedded. Discourse-based instruction can be characterised by the engagement of learners in dialogue-elicited tasks wherein the learner-teacher, learner-learner, and learnergroup interactions are anchored on discourse practices of challenging each other's ideas, sharing ideas, agreeing and disagreeing with solution strategies and ideas, comparing solution procedures, and explaining problem-solving strategies (Legesse et al, 2020(Legesse et al, , 2021. In such classroom learning environments, mathematics learning is more than 'appending' new knowledge to existing knowledge; it involves the reconstruction of understanding and building a web of interconnected conceptual understanding that fosters the transfer of learning to new contexts (Hiebert et al, 1997).…”

“…The experimenter teacher was responsible for establishing classroom rules that equally entertain and respect all learners' ideas and contributions (Bennett, 2014) and creating discourse-elicited mathematical tasks (Lampert, 1990). The teacher briefed his learners on how to respectfully listen to and share ideas, communicate, agree or disagree with each other's ideas, work in groups, and maintain classroom norms (Bennett, 2014;Legesse et al, 2021). The experimenter teacher followed the implementation process illustrated in Table 1.…”

“…An initial format of the scoring rubric was created after analysing each item for its consistency with the content and characterisations of the proficiency strands. It was then reviewed by doctoral students and senior (Legesse, 2022).…”

“…This manuscript reports the findings of a doctoral study (Legesse, 2022) that investigated the effectiveness of discourse-based instruction of algebra and function syllabus topics. In this dynamically changing world, mathematics plays an essential role in scientific investigation, technological progress, and every walk of life (Suh & Seshaiyer, 2013).…”