| The purpose of this study was to develop a framework that not only could be used to examine the discourse in mathematics lessons but also helps teachers to structure whole-class discourse in middle-grade mathematics classrooms. The interpretive research approach used for this study addressed three questions: (a) What characteristics of discourse emerge from data of actual middle-grade mathematics classrooms? (b) What framework explains those characteristics? (c) How does the framework help an observer understand whether or not classroom discourse is mathematically productive? The study was initiated with the observation of seventh-grade mathematics discourse as a highly dynamic interactive process. Certain characteristics of the classroom discourse emerged from the data. Then, data were analyzed using a framework from research in communication theory that addresses constituents of epistemic discourse. From this analysis and after consideration of other research literature, an initial framework was established. This framework was based on data from classrooms which were in transition from traditional teaching to classrooms which reflect NCTM standards and is aimed at providing guidance to teachers in transition in structuring mathematical discourse. In order to focus on mathematics and to facilitate use of this framework by teachers, three major components were identified. Two additional pieces of data were coded using the initial framework for the purpose of testing and modifying the initial framework. A final adjustment to the framework was made to increase its potential use by teachers in structuring mathematically productive discourse. Three interrelated components constitute this framework. They are: (a) make explicit distinctions and connections among mathematical concepts, (b) keep mathematical ideas alive, and (c) explicitly negotiate mathematical meaning. |
