Mathematics discourse is a teaching approach that encourages student discussion and reveals an understanding of concepts as students engage in mathematical reasoning and debate (Cobb 2006). Grabowski and Ke (2007) posit that students have significantly higher achievement and positive attitudes toward mathematics after participating in gaming stations. They reported a 75 percent increase in motivation in just six weeks after changing from whole-group instruction to a mathematical stations approach. By using such an approach—focusing on hands-on experiences, collaboration, and direct instruction—first-grade teacher Tracy Shannon, too, has redirected students’ motivation for mathematics learning. She saw growth specifically in the areas of measurement and telling time when students became more engaged in their learning. This article focuses on building mathematics discourse in students.
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