Mathematical discourse is a teaching approach that engages students in discussion about math in a manner that articulate their understanding of concepts. Through the lesson activities, students also sharpen their skills in mathematical reasoning and debate.
This approach to teaching mathematics is a more constructivist and student-centered approach that involves teachers asking probing questions; think “Socratic Questioning”, to make student thinking visible by eliciting from them the steps needed to arrive at the solution and why a certain strategy was used. Through strategically designed learning activities, students are given opportunities to critique their own and others’ idea and uncover efficient solutions to mathematical problems.
The Theory
Classroom discourse is based on the theory of constructivism, which states that learning happens when the students interact with the environment. Through these interactions, knowledge is created. This is also aligned with the social-cultural views on learning which advocates that learning is a social process whereby students working collaboratively are able to reach new understanding that otherwise could not be achieved by working alone.
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