**Commenced**in January 2007

**Frequency:**Monthly

**Edition:**International

**Paper Count:**30477

##### Leveraging Reasoning through Discourse: A Case Study in Secondary Mathematics Classrooms

**Authors:**
Cory A. Bennett

**Abstract:**

**Keywords:**
Reasoning,
discourse,
teacher development,
secondary mathematics

**Digital Object Identifier (DOI):**
doi.org/10.5281/zenodo.1317162

**References:**

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[15] Humphreys, C. & Parker, R. Making number talks matter. Portland, ME: Stenhouse Publishers, 2015.

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[17] Bennett, C. A. “Reasoning talks: Bridging number talks by focusing on reasoning.” Retrieved from http://smithcurriculumconsulting.com/ middle-school-number-talks/

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[20] Smith, M. S., & Stein, M. K. 5 practices for orchestrating productive mathematical discussions. Reston, VA: National Council of Teachers of Mathematics, 2011.

[21] Patton, M. Q. Qualitative research and evaluation methods (3nd Ed). Thousand Oaks, CA: Sage, 2002.

[22] Cazden, C. B. Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann, 1988.

[23] Huang, J., Normandia, B., & Greer, S. “Communicating mathematically: Comparison of knowledge structures in teacher and student discourse in a secondary math classroom.” Communicating Education, vol. 54, no. 1, pp. 34-51, 2005.

[24] Hmelo-Silver, C. E., & Barrows, H. S. “Facilitating collaborative knowledge building.” Cognition and Instruction, vol. 26, pp. 48-94, 2008.

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