Mathematics classroom discourse has become an extensive area of inquiry. The authors conduct an expansive review of the research literature on mathematics classroom discourse, framed by a set of four theoretical heritages that have guided research in this domain: cultural, social, and discursive psychology; sociolinguistics and discourse studies; “reconceptualists”; and “threads” of work. The authors characterize the contexts and foci of prior research and call for attention to methodological issues and theoretical work.

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