Productive Mathematical Discussions in Teaching Through Problem Solving

Awsaf Abdulla Alwarsh


This paper focuses on the importance of mathematical discussions and how can these discussions be conducted during teaching mathematics through problem-solving approach. In teaching through problem solving, mathematical dissuasions aim to develop students’ reasoning and connect students’ solution strategies with new mathematical ideas. To enhance these types of discussions, mathematics teachers need to apply sociomathematical norms, make specific talk moves, and plan for discussions in advance.

Full Text:



Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn (2nd ed.). Sausalito, CA: Math Solutions.

Kazemi, E. & Stipek, D. (2001). Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms. The Elementary School Journal, 1, 59-80.

National Council of Teachers of Mathematics. (2014). Principles to actions. Reston, VA: Author.

Schroeder, T. & Lester, F. (1989). Developing understanding in mathematics via problem solving. In P.R. Trafton & A.P. Shulte (Eds.), New directions for elementary school mathematics (pp. 31-42). Reston, VA: NCTM

Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313-340.


  • There are currently no refbacks.

Copyright (c) 2018 AWSAF AA ALWARSH

The Ohio Journal of School Mathematics is published by the Ohio Council of Teachers of Mathematics and hosted by The Ohio State University Libraries.

If you encounter problems with the site, or have comments to offer - including any difficulty in accessibility due to incompatibility with adaptive technology - please contact the web manager.

ISSN 2472-5986 (print)
ISSN 2472-601X (online)