Communication within the mathematics classroom has captured the interest of mathematics educators over several decades. The National Council of Teachers of Mathematics Standards publications (1989, 1991, 2000) highlight communication as one of the fundamental strands in mathematical processes. Although research has investigated students' written mathematics work (e.g., Masingila & Prus-Wisniowska, 1996; Mason & McFeetors, 2002; Pugalee, 2004), considerable focus has also been given to understanding effective spoken discourse patterns within the mathematics classroom (e.g., Hufferd-Ackles, Fuson, & Sherin, 2004; Lampert & Blunk, 1998; Nathan & Knuth, 2003). Pimm (1994) argues that focusing on “the form and structure of spoken interactions between mathematics teachers and pupils” (p. 134) can inform the way in which classroom discourse is shaped. He encourages the use of discourse analysis as one way of making sense of questions that address the what, how, and why of teachers' forms of language in teaching mathematics. Increasingly, studies using discourse analysis are being used to describe effective classroom communicative practices (e.g., Bills, 2000; Gresalfi, Martin, Hand, & Greeno, 2009; Truxaw & DeFranco, 2008; Zolkower & Shreyar, 2007).