Strategies and Tools for Promoting Discourse During Mathematics Problem-Solving in Online Settings

Inquiry-based mathematics instruction with collaborative reasoning and problem-solving necessitates opportunities for rich discourse as students make and test conjectures, explain their reasoning, and critique the reasoning of others. This discourse occurs in an environment where participants feel safe to try out ideas and learn from mistakes. Research in mathematics education includes many frameworks and strategies for encouraging discourse in face-to-face settings. Orchestrating such discourse presents a unique challenge in online settings where discourse usually takes the form of discussions about shared readings or experiences rather than collaborative problem-solving of a mathematical task. Examples of strategies and tools for orchestrating discourse during mathematics problem-solving in a graduate program for K-5 teachers that meets in both synchronous and asynchronous environments are shared. This is followed by a discussion of the affordances and constraints of supporting discourse in online settings. Finally, recommendations for instruction and directions for future research are suggested.