We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
Amber G. Candela, Melissa D. Boston and Juli K. Dixon
Frank K. Lester Jr and Leslie P. Steffe
Through my work in mathematics education, I have come to the realization that constituting mathematics education as an academic field entails constructing models of mathematical minds that are constructed by students in the context of mathematics teaching beginning in early childhood and proceeding onward throughout the years of schooling. In this article, I recount events that have led me to this realization.