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The purpose of this study was to investigate mathematical discourse and discourse analysis of one senior prospective teacher who is educated about mathematical communication and one experienced middle school mathematics teacher. Besides it was aimed to shed light on future studies about the effects of education about mathematical communication and teaching experience on mathematical discourse and discourse analysis. The study was designed as phenomenological study. In the process of data collection, a teaching scenario was developed by the researchers. Afterwards clinical interviews and lesson observations were conducted with the participants. The participants of this study were a middle school mathematics teacher who has 10 years of experience in teaching and a senior prospective teacher. Data related to discourse analysis and classroom discourse was analyzed qualitatively by using focal analysis technique and data collected from clinical interviews was analyzed by content analysis. According to the findings, it was seen that the participants’ mathematical discourse and their discourse analysis was quite different from each other.
the purpose of this study was to investigate mathematical discurse and discurse analysis of one senior teacher who is trained abut mathematical communications and one experienced middle school education teacher leaders pushed students to shed light on future studies abut the effects of education abut mathematical communication and teaching experience on mathematical discurse and discurse analysis the study was designed as phenomenological study ın the process of data collection a teaching was developed by the logic analyst interviews and lesson observations were conducted with the appropriate support of this document was collected in clinical trials and diplomacy studies
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