Deeper Discussions

Problem-solving and, more generally, critical thinking are key components of being a mathematician and some of the most desirable skills for employers of STEM graduates. This article presents a novel learning activity, called Deeper Discussions, for developing such skills within mathematics education. The strategy revolves around discussion activities where students tackle problems that are often ill-formed or open. By leveraging pedagogic theories such as situated learning, dialogic teaching and problem-based learning, classroom dialogue is used as a mechanism for modelling these cognitive skills and enabling students to practise those skills. In this article, we present a detailed outline of these activities, the motivation behind them and their pedagogical underpinnings. We conclude the article by discussing considerations for this method moving forward.