The intent of this monograph is to showcase successful implementation of mathematical discourse in the classroom. Some questions that might be addressed are:
* How does a teacher begin to learn about using discourse purposefully to improve mathematics teaching and learning?
* How is discourse interwoven into professional development content courses to provide teachers with the tools necessary to begin using discourse in their own classrooms?
* What does a discourse-rich classroom look like and how is it different from other classrooms, from both the teacher's and the students' perspectives?
* How can teachers of pre-service teachers integrate discourse into their content and methods courses?
* How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to help them know how to respond to elicited knowledge from students in their classrooms?
* What are the discourse challenges in on-line mathematics courses offered for professional development? Can on-line classrooms also be discourse-rich? What would that look like?
* In what ways does mathematical discourse differ from discourse in general?
This is Book 7 in the The Montana Mathematics Enthusiast Series. See all The Montana Mathematics Enthusiast books here.
See More Educational: Mathematics & numeracy
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