NOMAD 19(3-4), 2014

Knowledge used when orchestrating mathematical discourses – doing, guiding and requesting

Ove Gunnar Drageset


There is a need to understand more about which types of knowledge teachers use when orchestrating mathematical discourses. This article combines models for mathematical knowledge for teaching with a recent framework that describes the actions that teachers typically use during classroom discourses in mathematics. By looking into what knowledge each action demands from the teacher, three areas related to mathematical knowledge for teaching are described: doing, guiding and requesting. Doing describes different ways the teachers are doing the mathematical work themselves. Guiding describes how the teachers help, while leaving most of the work to the students. Requesting describes different ways teachers asked the students to explain or contribute to the discourse.

Ove Gunnar Drageset

Ove Gunnar Drageset has a PhD in Mathematics Education from the University of Oslo (2013) and is currently working as associate professor at UiT ( The Arctic University of Norway) and as a program leader for master of teacher education for grades 5 to 10. The main research interests are communication in the classroom, mathematical knowledge for teaching, and teaching and learning of numbers and operations at grades 1 to 10.