Engaging students in effective classroom talk begins by creating a discourse-rich classroom culture. Participants were secondary mathematics teachers (n = 57) and their students (n = 875) in U.S. schools. Math discussions are important when learning math. Analisamos, assim, como tal produção discursiva se propõe a, em meio a distinções, At times, this can take the form of professional development schools (PDSs) in which mathematics teacher educators and practicing teachers collaborate to prepare pre-service teachers. mathematics classroom. This article illustrates how research about mathematical discourse can be translated into practice. Herbel-Eisenmann (2009) noted the two main functions of talk and distinguished between discourse for content-learning purposes and discourse for social purposes. Teachers can engage students in mathematical discourse by posing questions that encourage discussion and debate. analysis of one senior prospective teacher who is educated about mathematical The important thing is that we create environments in our classrooms where students are active and valued members of the discourse community. All mathematics teachers navigate between curriculum and the real, relatable world when teaching their students. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. To build a math-talk learning community and to analyze the effectiveness of content-related comics in eliciting student participation, I employed the combined theoretical frameworks consisting of a Hufferd-Ackles’ et al. The study was designed as phenomenological study. Underlying the use of discourse in the mathematics classroom is the idea that mathematics is primarily about reasoning not memorization. Specifically, our study examined how TWI teachers in three schools defined academic language and how they integrated language development into their practice through the use of language objectives. Choppin, 2007; ResearchGate has not been able to resolve any references for this publication. However, to achieve a high level of discussion with everyone participating is difficult to accomplish. A Proposed Pedagogical Approach for Preparing Teacher Candidates to Incorporate Academic Language in Mathematics Classrooms, Mainstream Teachers in Two-Way Immersion Programs: Becoming Content and Language Teachers, A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class, Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching, Identifying and Tracking Emotional and Cognitive Mathematical Processes of Middle School Students in an Online Discussion Group, An Integral Part of Facilitating Mathematical Discussions: Follow-up Questioning, Case Study of Participants in a Site-Based Secondary Mathematics Methods Course and Internship: Three Teachers in Transition, Primary teachers notice the impact of language on children’s mathematical reasoning, The Changes of Teachers' Verbal Feedback in Mathematics Classroom within Chinese Context during Ten Years, Participation of Students in Content-Learning Classroom Discourse, Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom. mathematical communication and teaching experience on mathematical discourse Talking about mathematical concepts allows students to reflect on their own understanding while making sense of and critiquing the ideas of others.