TEACHER AND STUDENT DISCOURSE AND VOCABULARY IN SECONDARY MATHEMATICS CLASSROOMS DURING WHOLE CLASS DISCUSSIONS
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Vocabulary and communication are essential components of mathematics that should be addressed in the classroom. Knowledge of mathematical vocabulary has been argued as a necessary building block for students to engage in purposeful discourse. However, previous studies primarily focus on vocabulary instruction strategies specifically for English Language Learners and early childhood students. Discourse in mathematics education continues to be a major theme in national standards publications. Both empirical and theoretical studies have shown that discourse allows students to build conceptual knowledge by participating in purposeful conversations. Further, previous research has found that learners are given the opportunity to increase their own ability when using social interactions as a gateway to develop higher mental functions that aid in transitioning from thought to word and visa versa. Since mathematics curricula are often influenced and developed using national standards documents as foundational resources, it is important to explore the types of vocabulary and the levels of discourse that are currently being used in the classroom.