A descriptive analysis of students' mathematics discourse in cooperative group and whole class discussion

In the Curriculum and Evaluation Standards for School Mathematics, (National Council of Teachers of Mathematics, 1989), mathematics as communication is one of four content standards that are applied to all levels of the curriculum. Although the details vary at each level, the development and use of formal mathematical language is a major goal set by the standards. Strong emphasis is placed on the importance of formal mathematical language and symbolism as a tool for teaching and as a learning objective. At the secondary level it is suggested that all new concepts and procedures should be introduced using formal mathematical language and symbolism.;While the standards are specific about the kind of language students should learn and use, they are vague about the role language will play in the communication and learning process. Research must be done to clarify the role of language in the mathematics classroom. This research will uphold efforts to design instruction that supports the construction of mathematical knowledge and the development of mathematical communication skills.;Sociocultural theories of communication and learning suggest that a strong emphasis on language may obscure important variables that influence student learning. Language is a tool that mediates and is mediated by social activities and interactions. To understand mathematical language we must study it in use. It is through social discourse that language functions to create and communicate meaning. This project uses sociocultural theories and techniques of discourse analysis (Wertsch, Bakhtin, Vygotsky) to provide a descriptive analysis of students' mathematical discourse.;Eighteen students participating in a four-week summer enrichment program were video and audio taped over a four-week period. Instruction consisted of small group and whole class discussion. Data collected at various points of the instruction process were analyzed and compared. Results support reducing the emphasis on formal mathematical language and suggest that more emphasis needs to be placed on the sociocultural aspects of discourse appropriation.