Mathematical discourse, as any other, is identifiable through a number of interrelated . Mathematical discourse has been articulated as one of the Common Core Mathematical Practices: construct viable arguments and critique the reasoning of others.Sounds stuffy and maybe even intimidating, right? Such definitions are not entirely useful for identifying mathematical discourse because the definition of Ben-Yehuda, Lavy, Linchevski, and Sfard (2005) define mathematical discourse as discourse having to do with mathematical objects such as shapes or quantities. Mathematical discourse is the verbal and written communication that is centered around deepening thinking about and making sense of mathematics. My teaching is heavily influenced by John Seely Brown and Daniel Pink, who encourage teachers to incorporate more creativity and "playful thinking" into the classroom. Facilitate Meaningful Mathematical Discourse Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. mathematical communities (e.g., mathematicians and teachers) include definitions, axioms, and theorems. To engage students in productive mathematical conversations, teachers can orchestrate discourse and structure learning environments to deepen engagement and support learning.Using effective strategies will support students as they learn to participate in mathematical discourse. Effective mathematics teaching engages students in discourse to advance the mathematical learning of the whole class. Mathematical discourse has also been defined in terms of content. Not necessarily. Mathematical Discourse is discourse that happens in the mathematics classroom. Neither does having students memorize formulas or procedures. Academic language includes two additional parts, discourse and syntax. Discourse definition is - verbal interchange of ideas; especially : conversation. Mathematical discourse includes the special dialect of English mathematicians use to communicate mathematical reasoning and the vocabulary that describes the behavior of mathematicians and students when doing mathematics as well as their attitudes towards various aspects of mathematics. Development of mathematical discourse The webinar begins with an overview of mathematical discourse, including the definition of mathematical discourse and the roles of the teacher and students. Well, it may not be as simple as we think. Simply calling on students and having them respond doesn't promote rich, meaningful discourse. Participants’ word use, visual mediators, routines, and narratives about mathematics can be idiosyncratic. Seems simple, right? ated, and that Discourse practices are connected to multiple communities Discourses certainly involve using language, but they also involve other symbolic expressions, objects, and communities Gee's definition of Discomses (1996) highlights how these are not just sequential speech or writing: A Discourse is a socially accepted association among Student teachers completing edTPA don’t conduct class discussions, they conduct class discourse. Then, the webinar offers information about questioning, providing wait time and responding, which are the key factors of mathematical discourse. Thus, one of its immediate entailments is the claim that mathematical thinking, or simply mathematics, can be seen as a discourse, with this latter word referring to a specific type of communication. 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