NCTM identified eight Mathematics Teaching Practices within its reform-oriented text, Principles to Actions: Ensuring Mathematical Success for All (2014). These practices include research-informed, high-leverage processes that support the in-depth learning of mathematics by all students. Discourse within the mathematics classroom is a central element in these practices. The goal of implementing the practice facilitate meaningful discourse is to give students the opportunity to “share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives” (NCTM 2014, p. 29). To further support implementing meaningful discourse, mathematics educators must become adept at posing questions that require student explanation and reflection, hence, pose purposeful questions, which is another of the eight practices. Posing purposeful questions allows “teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions” (NCTM 2014, pp. 35-36).

Contributor Notes

Christopher W. Parrish,, is an assistant professor at the University of South Alabama in Mobile where he teaches undergraduate and graduate courses in mathematics education. He is also a former high school mathematics teacher and is interested in teacher learning within informal online learning communities and the development of preservice and in-service mathematics teachers.

Ruby L. Ellis,, is a doctoral candidate at Auburn University in Auburn, Alabama, where she is a graduate teaching and research assistant. Her interests include mathematical action technology integration, teacher pedagogical beliefs and practices, and professional development.

W. Gary Martin,, is a professor at Auburn University where he teaches undergraduate and graduate courses in mathematics education. He is interested in the high school mathematics curriculum and how to improve the preparation of preservice mathematics teachers.

(Corresponding author is Parrish
(Corresponding author is Ellis
(Corresponding author is Martin
The Mathematics Teacher
All Time Past Year Past 30 Days
Abstract Views 303 158 29
Full Text Views 149 64 4
PDF Downloads 164 67 5
EPUB Downloads 0 0 0