Introduction

The intent of this monograph is to showcase successful implementation of mathematical discourse in the classroom.

Some questions that might be addressed are:

• How does a teacher begin to learn about using discourse purposefully to improve mathematics teaching and learning?
• How is discourse interwoven into professional development content courses to provide teachers with the tools necessary to begin using discourse in their own classrooms?
• What does a discourse-rich classroom look like and how is it different from other classrooms, from both the teacher's and the students' perspectives?
• How can teachers of pre-service teachers integrate discourse into their content and methods courses?
• How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to help them know how to respond to elicited knowledge from students in their classrooms?
• What are the discourse challenges in on-line mathematics courses offered for professional development? Can on-line classrooms also be discourse-rich? What would that look like?
• In what ways does mathematical discourse differ from discourse in general?