[Baseline Data] Dialogic teaching to support student thinking in Australian secondary mathematics classrooms

Dialogic teaching is often valued for promoting participation in secondary schools. This study examines how it can specifically sustain student thinking during teacher-led instruction in secondary mathematics classrooms. Using qualitative analysis of a corpus of 50 publicly available videos drawn from the classroom teaching of Australian mathematics teacher, we identify recurring dialogic strategies that keep students thinking across a lesson. These include inviting initial ideas, asking students to justify and revise their reasoning, allowing uncertainty to remain for a time, and using follow-up questions to focus attention on key mathematical relationships. Visual, symbolic, and numerical representations are also adjusted during instruction to help students notice patterns and connections. The findings show that dialogic teaching can play an important role in sustaining reasoning in teacher-led secondary mathematics lessons. They also offer useful implications for mathematics teacher education by illustrating how classroom talk and representation can be organized to support ongoing mathematical thinking.