Uncovering the special mathematical work of teaching. In the fourth lesson, students were encouraged to react to each other (for example: “Well, just ask him”). However, the teacher, as a representative of the mathematics community, has the responsibility to make decisions about the ideas students share and to advance the mathematical learning of the whole group toward certain disciplinary mathematical ideas (Yackel and Cobb 1996). In this study, the researcher collaborated with one teacher, Anna, and developed classroom discourse about various solution methods. This may have been related to the subject, analytic geometry, which was new for her. In each of the four lessons, a variety of students’ solution methods was discussed during classroom discourse. Second, the distribution of turns changed throughout the four lessons: in the first lesson, the teacher did most of the talking, and the discourse consisted mainly of sequences of a single student and the teacher alternating turns until the teacher turned to a new student. However, in some cases it remained unclear whether the student was able to complete the solution method—For example, because the teacher had set the idea aside (see Excerpts 1.1 and 1.2 below). Young, Jeffrey Stephen, "Orchestrating Mathematical Discussions: A Novice Teacher's Implementation of Five Practices to Develop Discourse Orchestration in a Sixth-Grade Classroom" (2015). When students were asked to calculate the distance from a point to a line, several possible solution methods were formulated and discussed. In whole-class discussions, the role of the teacher is crucial. An analysis of development of sociomathematical norms in one first-grade classroom. 2006), or (whole-class) discussions (Richards 1991; Stein et al. (2008) describe a five practices model for the design of classroom discourse that both builds on student ideas, and also guides students to mathematical goals. Our design for classroom discourse focused on encouraging students to share their ideas and articulate their thinking through particular kinds of teacher actions in classroom discourse. Another essential criterion for productive classroom discourse is that students should be guided toward certain disciplinary mathematical ideas. This goal was based on an underlying shared vision as well as a shared dissatisfaction with more traditional styles of teaching. Ball, D. L. (2017). Therefore, we have investigated the distribution of turns among the teacher and students, and the ways in which the teacher regulated the distribution of turns. In this study, we explicitly investigated the first steps in developing classroom discourse. (2012, p. 495), which presents comparisons between convergent, teacher-led, and divergent, student-led participant frameworks. The silent and the vocal: participation and learning in whole-class discussion. Excerpt 4.2 also shows various students alternating turns and reacting to each other. Guiding principles for fostering productive disciplinary engagement: explaining an emergent argument in a community of learners classroom. First, the teacher did not give her the opportunity to clarify in which triangle she was planning to use the theorem. This study reports on the first stages of classroom discourse development of one Dutch higher secondary school mathematics teacher who had no prior experience in including classroom discourse in her teaching practice. https://doi.org/10.1007/s11858-009-0214-4. 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