Conceptualizing Mathematics as Discourse in Different Educational Settings

  •  Beste Güçler    
  •  Sasha Wang    
  •  Dong-Joong Kim    


In this work, we focus on a relatively new theory in mathematics education research, which views thinking as communication and characterizes mathematics as a form of discourse. We discuss how this framework can be utilized in different educational settings by giving examples from our own research to highlight the insights it provides in the context of mathematics education. We conclude with the affordances and constraints of the theory for mathematics education research and practice.

This work is licensed under a Creative Commons Attribution 4.0 License.