This study examined the mathematical discourse of elementary school
teachers and their students while participating in a year-long
professional development project focused on implementing reformbased
mathematics curriculum. The teacher participants included 12
teachers, two from each grade level from Kindergarten through
Grade 5. Field notes were collected during observations and were
analyzed as raw qualitative data. Inductive qualitative analyses of
classroom observation data indicated that the level of enacted
mathematical tasks and teachers’ questioning strategies influenced
the types of mathematical communication in classrooms. Quantitative
analyses of data regarding teachers’ level of questioning and
implementation of mathematical tasks found an increase in high-level
questions and tasks, but the increase was not statistically significant.
Implications for the design of professional development and further
research in this area are shared