A Volume in The Montana Mathematics Enthusiast: Monograph Series in
Mathematics Education Series Editor Bharath Sriraman, The University of
Montana 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?