Mathematical reasoning as a classroom discourse

    Research output: Contribution to conferencePoster


    Mathematical reasoning is recognised as an essential means for promoting students’ mathematical understanding and is central to students’ mathematical proficiency (e.g., Kilpatrick, Swafford, & Findell, 2001). However, the teaching and learning of mathematical reasoning – here understood as a discursive practice – remains challenging in secondary school classrooms, with students often relying on mathematically superficial reasoning (e.g., Sidenvall, Lithner, & Jäder, 2015). Teachers need to have at their disposal effective discursive teaching practices to foster students in developing their mathematical reasoning. This raises the question of how teachers can be supported in developing such discursive teaching practices with respect to mathematical reasoning. This question is addressed in the PhD-project of the first author. The intention of this poster is to elicit feedback concerning the inferences made from the analysis of mathematical reasoning teaching practices, within a discursive framework.
    Original languageEnglish
    Publication statusPublished - 2019
    Event11th Congress of the European Society for Research in Mathematics Education - Utrecht University, Utrecht, Netherlands
    Duration: 6 Feb 201910 Feb 2019


    Conference11th Congress of the European Society for Research in Mathematics Education
    Abbreviated titleCERME11


    • Mathematical reasoning
    • Mathematical discourse
    • Classroom practice


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