Given the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse while using disciplinary language. Through one-on-one semi-structured interviews with 10 participants, four themes emerged from the data: (a) teachers perceive mathematical discourse as positive, (b) classroom management impacts discourse facilitation, (c) the curriculum used and the professional development of teachers informs the strategies used to facilitate discourse, and (d) mathematical language plays a key role in student engagement in discourse. The findings indicate that districts and schools must provide further professional development on strategies to facilitate mathematical discourse for their teachers, select curricular programs that support teachers in facilitating discourse, and review their master schedules to ensure adequate time for mathematics instruction.
","abstract_html":"<p>Given the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse while using disciplinary language. Through one-on-one semi-structured interviews with 10 participants, four themes emerged from the data: (a) teachers perceive mathematical discourse as positive, (b) classroom management impacts discourse facilitation, (c) the curriculum used and the professional development of teachers informs the strategies used to facilitate discourse, and (d) mathematical language plays a key role in student engagement in discourse. The findings indicate that districts and schools must provide further professional development on strategies to facilitate mathematical discourse for their teachers, select curricular programs that support teachers in facilitating discourse, and review their master schedules to ensure adequate time for mathematics instruction.</p>","abstract_has_math":false,"creators":["Anderson, Christina"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Mitchell Henke","LaTonya Bolden","Andrea Disque"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-01-01T08:00:00Z","date_published":"2023-01-01T08:00:00Z","updated_at":"2026-07-24T05:21:42Z","subjects":["mathematical discourse","elementary education","mathematics education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/23","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mitchell Henke","LaTonya Bolden","Andrea Disque"]},{"key":"dc:creator","label":"Author","values":["Anderson, Christina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematical discourse","elementary education","mathematics education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/23"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Given the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse while using disciplinary language. Through one-on-one semi-structured interviews with 10 participants, four themes emerged from the data: (a) teachers perceive mathematical discourse as positive, (b) classroom management impacts discourse facilitation, (c) the curriculum used and the professional development of teachers informs the strategies used to facilitate discourse, and (d) mathematical language plays a key role in student engagement in discourse. The findings indicate that districts and schools must provide further professional development on strategies to facilitate mathematical discourse for their teachers, select curricular programs that support teachers in facilitating discourse, and review their master schedules to ensure adequate time for mathematics instruction.
"]},{"key":"dc:title","label":"Title","values":["The Perceptions Of Elementary Educators Regarding Mathematical Discourse Utilization In The Classroom: A Qualitative Phenomenological Study"]}]}],"canonical_facts":{"dc:contributor":["Mitchell Henke","LaTonya Bolden","Andrea Disque"],"dc:creator":["Anderson, Christina"],"dc:date.available":["2023-01-01T08:00:00Z"],"dc:description.abstract":["Given the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse while using disciplinary language. Through one-on-one semi-structured interviews with 10 participants, four themes emerged from the data: (a) teachers perceive mathematical discourse as positive, (b) classroom management impacts discourse facilitation, (c) the curriculum used and the professional development of teachers informs the strategies used to facilitate discourse, and (d) mathematical language plays a key role in student engagement in discourse. The findings indicate that districts and schools must provide further professional development on strategies to facilitate mathematical discourse for their teachers, select curricular programs that support teachers in facilitating discourse, and review their master schedules to ensure adequate time for mathematics instruction.
"],"dc:identifier":["https://dune.une.edu/edu_diss/23"],"dc:subject":["mathematical discourse","elementary education","mathematics education","Elementary Education and Teaching"],"dc:title":["The Perceptions Of Elementary Educators Regarding Mathematical Discourse Utilization In The Classroom: A Qualitative Phenomenological Study"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}