The Development of Mathematical Discussions: An Investigation in a Fifth-Grade Classroom

Abstract

Promoting discussion and argumentation of mathematical ideas among students are aspects of the vision for communication in recent school mathematics reform efforts. Having rich mathematical discussions, however, can present a variety of classroom challenges. Many factors influence classroom discussions and need to be addressed in ways that will assist teachers in creating more inquiry-based mathematics classrooms. The study presented here examined the development of mathematical discussions in a fifth-grade classroom over the course of a school year. Various aspects of the participants' interactions, teacher's pedagogy, and the classroom microculture were investigated. One major result is the evolution of student participation from nonactive listening to active listening and use of others' ideas to develop new conjectures. These changes were paralleled by changes in the teacher's role in the classroom and the nature of her questions, in particular.

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