We describe our ongoing efforts to design materials for supporting secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully in order to develop classroom discourse that is both productive and powerful for students' learning. We focus on secondary mathematics classroom discourse because mathematical language and meanings get increasingly complex beginning in middle school, and most discourse-related work in mathematics education has focused on elementary school classrooms. We make explicit both the concepts we use and the translation of these theoretical concepts into ideas useful for practice. This article contributes to ongoing discussions about making visible the work of developing research-based professional development materials.
Beth A. Herbel-Eisenmann, Department of Teacher Education, 316 Erickson Hall, 620 Farm Lane, Michigan State University, East Lansing, MI 48824; firstname.lastname@example.org
Michael D. Steele, Department of Teacher Education, 329 Erickson Hall, 620 Farm Lane, Michigan State University, East Lansing, MI 48824; email@example.com
Michelle Cirillo, Department of Mathematical Sciences, 407 Ewing Hall, University of Delaware, Newark, DE 19716; firstname.lastname@example.org
* In accordance with the policy of the MTE Editorial Panel regarding potential conflicts of interest involving the editor, the review of and publication decision for this manuscript were handled by Denise A. Spangler.