Classroom discourse is integral to mathematics instruction at all levels. This work is challenging at all levels but especially for very young learners who are just beginning to learn the language of school. In this talk, we explore the following questions: How can kindergarten teachers support students in engaging in mathematical discourse? How do kindergartners engage in mathematical discourse? We use a case study of one kindergarten teacher’s classroom to look for the answers to this question, and we conclude that kindergartners are capable of authentic mathematical discourse using multiple modalities including formal and informal language, acting on manipulatives, drawings, gestures, and formal symbols. The teacher played a crucial role in supporting students in this work through laying groundwork for productive discourse, intentionally facilitating students’ sharing of ideas about mathematics, and refining students’ discourse toward more precise and sophisticated communication.

Session Type: Brief Research Report