Abstract
The purpose of this study is to conceptualize teacher capacity to implement discursive pedagogy in the mathematics classroom. The grounded theory guided our study as we investigated the case of a 7th-grade middle school mathematics master teacher, who had an award winning track record for her effective methods of increasing student participation in the learning of mathematics. Our data included semester-long observations of the teacher’s 44 instructional events. Our analysis revealed that the teacher exercised her discursive capacity in building a classroom community in which students participated in learning, sustained socio-mathematical norms from day one throughout the semester, and introduced new mathematical concepts in conjunction with student ideas from their academic and personal lives. Also, the teacher attended to the 'when' and 'how' of routines suggested by Sfard. In particular, she emphasized the how aspect of problem solving depending on the when. Our findings provide a conceptual framework in tandem with concrete and practical ideas towards developing a mathematical discourse practice and supporting teachers for facilitating student participation in classroom discussions.
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