**Commenced**in January 2007

**Frequency:**Monthly

**Edition:**International

**Paper Count:**31995

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

**Authors:**
Cory A. Bennett

**Abstract:**

**Keywords:**
Discourse,
reasoning,
secondary mathematics,
teacher development.

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

**References:**

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[9] Alvarez, D. “Engaging students in their learning.” Leadership, vol. 32, no. 2, pp. 12–15, 2002.

[10] Bryson, C., & Hand, L. “The role of engagement in inspiring teaching and learning.” Innovations in Education and Teaching International, vol. 44, no. 4, pp. 349-362, 2007.

[11] Falle, J. “Let’s talk maths: A model for teaching to reveal student understandings.” Australian Senior Mathematics Journal, vol. 18, no. 2, pp. 17-27, 2004.

[12] Clarke, D., & Sullivan, P. “Is a question the best answer?” The Australian Mathematics Teacher, vol. 46, no. 3, pp. 30-33, 1990.

[13] Staples, M. “Supporting whole-class collaborative inquiry in a secondary mathematics classroom.” Cognition and Instruction, vol. 25, no. 2, pp. 161-217, 2007.

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

[16] Lannin, J. K., Elliott, R., & Ellis, A. B. Developing essential understanding of mathematical reasoning for teaching mathematics in prekindergarten-grade 8. Reston, VA: National Council of Teachers of Mathematics, 2011.

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

[18] Desimone, L. M. “Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures.” Educational Researcher, vol. 38, pp. 181–199, 2009.

[19] Corbin, J., & Strauss, A. Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage, 2007.

[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.

[25] Skemp, R. “Relational understanding and instrumental understanding.” Mathematics Teaching, vol. 77, pp. 20-26, 1976.

[26] Rigelman, N. M. “Eliciting high-level student mathematical discourse: Relationships between the intended and enacted curriculum,” in L. Knott (Ed.), The role of mathematics discourse in producing leaders of discourse (pp. 153-172). Charlotte, NC: Information Age Publishing, 2010.

[27] Bengo, P. “Secondary mathematics coaching: The components of effective mathematics coaching and implications.” Teaching and Teacher Education, vol. 60, pp. 88-96, 2016.

[28] Van Es, E. A. “A framework for learning to notice student mathematical thinking,” in M.G. Sherin, V. R. Jacobs, & R. Al Philipp (Eds.), Mathematics Teacher Noticing (pp. 134-151). New York: Routledge, 2011.