What is the meaning of mathematical discourse?

1 Part 1: Frequently Asked Questions ( FAQ) 1. What is the meaning of mathematical discourse?

Answer: Mathematical discourse is the verbal interaction that occurs while learning mathematics.

This includes explaining, sharing, and discussing mathematics concepts and ideas to understand the subject better. The verbal interactions could be amongst the learners or between the instructors and the learners.

2. What is the importance of mathematical discourse?

Answer: Mathematical discourse fosters understanding of Math concepts. This is achieved by allowing exploratory discussions about math concepts. Mathematical discourse also enhances critical thinking and problem-solving skills, allowing discovery learning. This is not only useful in mathematics but also in other sciences.

3.

What is the importance of Math vocabulary in supporting Mathematical discourse?

Answer: Math vocabulary is fundamental in promoting mathematical discourse. It enables students to express ideas with clarity. Math vocabulary also helps students communicate more effectively during math discussions and interactions, promoting learning and mastery of mathematics concepts.

4.

What are some of the essential teaching strategies in promoting Mathematical discourse?

Answer: The questioning strategy is among the most essential teaching strategies to promote mathematical discourse. This includes open-ended questions encouraging learners to reason, think logically, justify their answers, and apply math concepts to real-life scenarios.

5.

How are visuals integrated into promoting mathematical discourse

Answer: Integration of visuals helps make abstract math concepts more concrete. As a result, learners can visualize such ideas that cannot be quantified more effectively.

2 6.

How can peer teaching be used to promote mathematical discourse?

Answer: Peer teaching promotes collaborative teaching, which supports mathematical discourse.

It encourages students to share ideas and alternative ways of solving problems. Peer learning encourages students to take responsibility for learning instead of relying exclusively on teacher instructions.

7. Which is the best way to promote mathematical discourse?

Answer: The best way of promoting mathematical discourse is by encouraging students to communicate their ideas, thoughts, and concerns. This can be achieved in different ways, including communicating orally, using visuals and symbols, and writing. Ideally, allowing students to share, visualize, and write down math concepts fosters their mastery and application of mathematical concepts in solving real-world problems.

8: What are classroom discussion norms, and why are they essential in promoting mathematical discourse?

Answer: Classroom discussion norms are set rules and procedures to promote respectful and productive discussions. Every member is expected to uphold the set norms to promote an inclusive learning environment where everyone’s views are acknowledged and respected.

Mathematicians strive to create an inclusive environment centered on appropriate classroom norms that encourage discussions, sharing of ideas, and listening to other people's ways of thinking.

Part 2: Reflection

3 I will use multiple strategies to promote both teacher-to-student and student-to-student discourse. For instance, I will use open-ended questions to promote teacher-to-student discourse.

This strategy encourages learners to think critically and nurtures problem-solving skills (Salmon & Barrera, 2021). Open-ended questions also allow students to justify their answers, allowing discovery learning and facilitating the application of math concepts in solving real-world problems. I will also utilize math vocabulary in promoting teacher-student discourse. Research reveals that using math vocabulary fosters communication skills and in-depth mastery of math concepts. A study by Demirci and Baki ( 2023) reveals that using math vocabulary in teacherstudent interactions fosters student motivation to learn and comprehend math concepts.

Most importantly, I will set and communicate clear classroom norms defining what is allowed within the classroom. Explicit classroom norms are imperative in ensuring an inclusive classroom where individual differences are acknowledged and celebrated (O’Leary et al., 2020).

Clear classroom norms are also helpful in allowing students to share ideas without fear of being judged.

Regarding promoting student-to-student discourse, I will focus on fostering collaborative and peer learning. I will achieve this by grouping students to work together. Every group will have a minimum of three and a maximum of five learners. I will give assignments to be completed in the group context. Every member must participate in the group work by explaining their reasoning, critiquing the argument of their peers, and agreeing on constructive solutions.

Such group work has empirically been proven effective in promoting mathematical discourse.

However, for the group work to be practical in promoting mathematical discourse, I will require the learners to create group objectives, have a common purpose, and work together to achieve the set goals (Trocki et al., 2014). I will also use reflective exercises to enhance student-to-

4 student discourse in learning mathematics. The reflective exercises will require students to analyze their problem-solving skills and effectiveness in mathematics. The results will be shared with peers in the group context to encourage meaningful discussions.

Implementing the above strategies is essential in promoting mathematical discourse centered on critical thinking, problem-solving, and a deep mastery of math concepts among K-8 learners. The effectiveness of the strategies in promoting mathematical discourse will manifest in increased student confidence in asking, answering, and discussing math concepts. This is in addition to the learners' increased use of math vocabulary, varied perspectives in solving math problems, and growth in reflective thinking.

5 References Demirci, S. Ç., & Baki, A. (2023). Characterizing mathematical discourse according to teacher and student interactions: The core of mathematical discourse. Journal of Pedagogical Research, 7(4), 144-164.

O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM education, pp. 7, 1–15.

Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning promotes thinking and learning: Thinking Skills and Creativity, 40, 100822.

Trocki, A., Taylor, C., Starling, T., Sztajn, P., & Heck, D. (2014). Launching a discourse-rich mathematics lesson. Teaching children mathematics, 21(5), 276-281.