Abstract:

Abstract enRecent studies on mathematics education focus on improving higher order thinking skills instead of merely attaining and using knowledge. Deep understanding of mathematics requires to engage in the processes of mathematical thinking. Defining and solving problems, discovering patterns, making conjectures, inferences and justifying one's own thinking are among those mathematical processes. Using mathematical talk, discussion and discourse to promote new goals of mathematics education have been widely researched in the last decades. For these reasons, creating a classroom atmosphere which provides a fruitful communication is an important area for research in mathematics education. The purpose of the study was to implement and investigate an instructional strategy to enhance mathematical discourse among students. Students' approaches to mathematical discourse as a learning tool is also examined. Qualitative methodology was used to investigate the effectiveness of group problem solving as an instructional strategy in fostering mathematical discourse. A two hour lesson plan was developed and implemented to 20 students attending 6th grade. Students filled open-ended question forms before and after implementation. Researchers also made observations and took field notes during the implementation. Content analysis was used to analyze data. Findings of the study indicated that group problem solving is an effective way to foster mathematical discourse in the classroom. Students pointed out that they enjoy and learned from mathematical talk they engaged in this group activity. Observation and field notes also indicated if the instruction presents a problem to solve through groupwork students need to engage in mathematical talk

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