Abstract
The purpose of this article was to explore discussion in the math classroom and to find available ways to carry out math discussion. The participants were the two authors of this article; a research teacher and a fifth grade teacher. This cooperative action research study was conducted to view a discussion in a fifth grade mathematics class. During a semester, four teaching strategies evolved, one from each other. The benefits and weaknesses of each have been discussed. The discussion approach is also discussed from the perspectives of problem posing, guiding strategies, and the teacher’s role. In addition, the authors’ reflections and the implications of using a discussion approach are offered.
| Keywords: | cooperative action research; mathematics discussion; teaching strategy; elementary mathematics |
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