Abstract
The Ethiopian school mathematics syllabus (9th-12th grades) has envisioned the teaching and learning of mathematics for developing mathematically proficient students. However, studies carried out indicated that most students across different grade levels lacked sufficient mathematical understanding and problem-solving skills. This problem has been largely attributed to poor classroom instruction as a result of using ineffective teaching methods. Drawing on a review of theoretical and empirical literature that propagates the instructional use of classroom discourse, this study initiated to investigate the effectiveness of teaching mathematics through engaging students in mathematical discourse practices orchestrated around appropriately chosen mathematical tasks that embody the core topics to be learned. More specifically, the study compared the effectiveness of discourse-based instruction in enhancing eleventh-grade students’ mathematical proficiency in the unit topics of algebra and function with the traditional lecture method. To this end, the study applied a mixed-methods research approach in which a qualitative component is embedded within a predominantly quasi-experimental study with a pretest-posttest control group design. Discourse-based mathematics instruction refers to the teaching of mathematics through actively engaging students in mathematical discourse practices orchestrated around mathematical tasks. The implementation of discourse-based instruction was structured in individual work, smallgroup discourse, and whole-class discourse...
D. Phil. (Mathematics Education)