A Move Towards Discourse Rich Mathematics through Action Research
This paper explores the need for teacher development considering the typical ways of teaching mathematics are not aligned to common reform efforts and disciplinary practices. It takes a sociocultural perspective of learning to link pedagogical decisions to students learning. I acknowledge the role of teachers as a facilitator who negotiates tensions in efforts to support development of content knowledge in line with disciplinary practices. To conclude, I propose a design of an participatory action research, PAR, project to explore the implementation of whole group discussions investigating mathematics as introductions to instructional blocks.