Examining the Mathematical Discourse of a First Grade Learning Community: A Case Study

Abstract

Mathematical discourse, difficult to characterize, continues to be a challenge for practicing teachers across the country. Although the ideals for changing the way mathematics is taught and learned were published in the NCTM Principles and Standards in 2000, and much research regarding mathematical discourse has been conducted since then, this approach to teaching continues to be daunting for most teachers. As a way to provide practicing teachers with insight into the development of discourse, for young students, this year long research project utilized an ethnographic case study design to study the mathematical discourse in a first grade classroom. Observations were conducted at three points during the course of the year to study the discourse development. The findings indicate the challenges associated with orchestrating whole group interactions with young children, and provide a portrait of a teacher and group of students in development. A challenge continues to be the competing goals of engaging students in student-centered discussions, yet ensuring that they learn the required mathematics described in standards documents, an issue particularly relevant in the current educational climate. Descriptions of first grade students’ whole group interactions provide insight into what it means to be student-centered and implications for defining the teacher’s role in orchestrating student-centered discussions with the Common Core State Standards for Mathematical Practice in mind.