Course Identification

Discourse analysis

Lecturers and Teaching Assistants

Prof. Talli Nachlieli

Course Schedule and Location

Second Semester
Monday, 09:00 - 10:30, Musher, Meeting Rm

Field of Study, Course Type and Credit Points

Science Teaching: Lecture; Elective; Regular; 2.00 points







Language of Instruction


Attendance and participation

Required in at least 80% of the lectures

Grade Type

Numerical (out of 100)

Grade Breakdown (in %)


Evaluation Type

Final assignment

Scheduled date 1


Estimated Weekly Independent Workload (in hours)



In this course we will discuss what discourse is, as well as the uniqueness of mathematics and scientific classroom discourse with respect to two other relevant discourses – the colloquial and the relevant disciplinary discourse.

Throughout this course different approaches to learning will be discussed and various new approaches to studying learning and teaching will be examined, focusing on the discourse analysis approach for such studies. Specifically we will focus on the development and use of the communicative approach, which is a scocio-cultural approach for studying classroom discourse, an approach based on Vygotsky’s ideas regarding thought and language.

Learning Outcomes

Upon successful completion of this course students should be able to:

  1. Analyze mathematics classroom discourse according to various analyzing tools.
  2. Design and write a short study about mathematics learning and/or teaching

Reading List

*הד-מצויינים, ע' (2016). הבניה משותפת של זהות "תלמידה מתקשה": שגרות שיח בין מורה לתלמידתה ותפקידם בהנצחת קשיי למידה במתמטיקה. מחקר ועיון בחינוך מתמטי, 4, 121-144.


כספי, ש' (2016). מטה-אריתמטיקה ספונטנית  כצעד ראשון לקראת האלגברה הבית-ספרית. מחקר ועיון בחינוך מתמטי, 4, 93-120.


*Ben Zvi, D., & Sfard, A. (2007). Ariadne’s Thread, Daedalus’ Wings, and the Learner’s Autonom. Éducation et didactique, Vol. 1, 114-134.

*Gronewold, P. A. (2009). Math is about thinking: From increased participation to conceptual talk. In B. Herbel-Eisenmann and M. Cirillo (Eds.), Promoting purposeful discourse: Teacher research in mathematics classrooms (pp. 45-56). Reston, VA: NCTM.

Herbel-Eisenmann, B., Choppin, J., & Wagner, D. (2012). Equity in discourse for mathematics education: Theories, practices, and policies. Springer.

*Krusi, J. (2009). Revoicing: the good, the bad and the questions. In B. Herbel Eisenmann and M. Cirillo (Eds.) Promoting purposeful discourse: Teacher research in mathematics classrooms (pp. 117-135). Reston, VA: NCTM.

Heyd-Metzuyanim, E. (2015). Vicious cycles of identifying and mathematizing – a case study of the development of mathematical failure. Jounal of the Learning Sciences.

Michaels, S., & O’Connor, C. (2015). Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussion. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing Intelligence Through Academic Talk and Dialogue (pp. 347–362). American Educational Research Association.

Nachlieli, T., & Tabach, M. (2012). Growing mathematical objects in the classroom – The case of function. International Journal of Educational Research, 51-52, 10–27.

Resnick, L. B. (2015). Talking to learn: The promise and Challenge of Dialogic Teaching. In Socializing Intelligence Through Academic Talk and Dialogue (pp. 441–450). American Educational Research Association.

Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. Journal of the Learning Sciences, 16(4), 565–613.

Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. New York: Cambridge University Press.

Sfard, A. (Ed.). (2012). Developing mathematical discourse – Some insights from communicational research. International Journal of Educational Research, 51-52(3).

*Sfard, A. (2016, July). On the need for theory of mathematics learning and the promise of "commognition". Paper presented at the 13th International Congress on Mathematical Education, Hamburg.

Smith, M. S., & Stein, M. K. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. Reston: VA: National Council of Teachers of Mathematic.

Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313–340. Retrieved from