Math Discourse Defined
The National Council
of Teachers of
Mathematics
(NCTM)
The National Council of Teachers of Mathematics (NCTM) in their 1991 professional
standards describes discourse as ways of representing, thinking, talking, agreeing, and
disagreeing; the way ideas are exchanged and what the ideas entail; and as being shaped by
the tasks in which students engage as well as by the nature of the learning environment.
Teresa Maguire and
Alex Neill (2006)
Mathematical classroom discourse is about whole-class discussions in which students talk
about mathematics in such a way that they reveal their understanding of concepts. Students
also learn to engage in mathematical reasoning and debate.
At it’s most basic, mathematical discourse occurs when teachers ask questions and students
Kristen Miller, (2013) respond. But there's more to it than that if we're going to get to the level of discourse that
encourages students to "think like mathematicians." Schwols and Dempsey (2012b) identify
Best Practices for
Student Engagement the following components of high-quality mathematical discourse: questioning, facilitation
of conversation, appreciation for accuracy and reliance on reasoning and proof, and
collaborative exchange of ideas.
Joan Kennedy, (2005)
Literacy Strategies
for Improving
Mathematics
Instruction
Rheta Rubenstein,
Teaching and
Learning Middle
Grades Math
Me
My partner and I
The whole group
I am defining discourse as the genuine sharing of ideas among participants in a mathematics
lesson, including both talking and active listening. Such sharing occurs on many levels between teacher and student, between student and student, within small groups, and within
whole group.
Discourse (noun): “Written or spoken communication or debate”