The relationship between patterns of classroom discourse and mathematics learning

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Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment (2012, background): “When teachers are responsive to students’ ideas, this can transform how children talk and, ultimately, impact what they learn (Ball, 1993; Jacobs, Lamb, & Philipp, 2010; Pierson, 2008; Sherin & van Es, 2009).”
"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “Each function code was further categorized as requiring a high or low level of intellectual work, in which intellectual work reflects the cognitive work set in motion and occurring in the discourse (Pierson, 2008).”
Rigor and Responsiveness in Classroom Activity (2016, background): “For example, Pierson (2008) found that responsive instruction (defined as teachers encouraging students to respond to targeted mathematical ideas, and then putting student logic and reasoning on display) in combination with cognitively demanding tasks supported student learning and moderated the…”