Mathematical reasoning as a classroom discourse

Mathematical reasoning is recognised as an essential means for promoting students’ mathematical understanding and is central to students’ mathematical proficiency (e.g., Kilpatrick, Swafford, & Findell, 2001). However, the teaching and learning of mathematical reasoning – here understood as a discursive practice – remains challenging in secondary school classrooms, with students often relying on mathematically superficial reasoning (e.g., Sidenvall, Lithner, & Jäder, 2015). Teachers need to have at their disposal effective discursive teaching practices to foster students in developing their mathematical reasoning. This raises the question of how teachers can be supported in developing such discursive teaching practices with respect to mathematical reasoning. This question is addressed in the PhD-project of the first author. The intention of this poster is to elicit feedback concerning the inferences made from the analysis of mathematical reasoning teaching practices, within a discursive framework