Mathematical discussion has been identified as being beneficial to students’ understandings of mathematics (Goos, 1995; Lee, 2006). Students in classrooms with more effective math discussion have been observed to engage more frequently in discussion (e.g. Hiebert & Wearne, 1993), but the converse is not necessarily true (e.g. Manouchehri & St. John, 2006). Utilizing hierarchical linear modeling, the present study examined student enrollment in classes with more and less frequent discussion and such enrollment’s effect on mathematics achievement over time. Results indicated that students enrolled in classes that discuss math “almost every day” consistently have higher math achievement than students enrolled in classes that discuss math “never or hardly ever.” These results and their implications are discussed in depth.
Kosko, Karl W.
"Student Enrolment in Classes with Frequent Mathematical Discussion and Its Longitudinal Effect on Mathematics Achievement,"
The Mathematics Enthusiast: Vol. 9
, Article 6.
Available at: http://scholarworks.umt.edu/tme/vol9/iss1/6