Describing Levels and Components of a Math-Talk Learning Community

Kimberly Hufferd-Ackles*, Karen C. Fuson, Miriam Gamoran Sherin

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

232 Scopus citations


The transformation to reform mathematics teaching is a daunting task. It is often unclear to teachers what such a classroom would really look like, let alone how to get there. This article addresses this question: How does a teacher, along with her students, go about establishing the sort of classroom community that can enact reform mathematics practices? An intensive year-long case study of one teacher was undertaken in an urban elementary classroom with Latino children. Data analysis generated developmental trajectories for teacher and student learning that describe the building of a math-talk learning community - a community in which individuals assist one another's learning of mathematics by engaging in meaningful mathematical discourse. The developmental trajectories in the Math-Talk Learning Community framework are (a) questioning, (b) explaining mathematical thinking, (c) sources of mathematical ideas, and (d) responsibility for learning.

Original languageEnglish (US)
Pages (from-to)81-116
Number of pages36
JournalJournal for Research in Mathematics Education
Issue number2
StatePublished - Mar 2004


  • Classroom interaction
  • Pedagogical knowledge
  • Reform in mathematics education
  • Teaching (role, style, methods), Teaching practice

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education


Dive into the research topics of 'Describing Levels and Components of a Math-Talk Learning Community'. Together they form a unique fingerprint.

Cite this