Scenario-Based Assessment of Productive Classroom Discussion Practices Among Middle School Mathematics Teachers: An Explanatory Sequential Mixed Methods Study

Abstract

This study examined middle school mathematics teachers’ implementation of productive classroom discussion practices using an explanatory sequential mixed-methods design. A scenario-based instrument was developed to assess seven dimensions of discussion practice within an integrated theoretical framework that combines planning-oriented practices for orchestrating classroom discussions with interactive discourse practices that support dialogic classroom interactions. The instrument was administered to a stratified random sample of 80 mathematics teachers in Jeddah, Saudi Arabia, followed by semi-structured interviews with six purposefully selected teachers representing high, moderate, and low levels of implementation. Quantitative findings revealed moderate to relatively high levels of implementation across the seven dimensions. Teachers demonstrated stronger implementation in planning-oriented practices, particularly in exploring mathematical tasks and anticipating student thinking, whereas lower levels were observed in dialogic practices such as encouraging explanation and connecting mathematical ideas. Statistically significant differences associated with teaching experience were found in the dimensions of selecting student responses and connecting mathematical ideas, while no significant differences were observed based on gender. Qualitative findings identified several contextual factors influencing teachers’ implementation of productive classroom discussions, including time pressure, school culture, unclear instructional goals, and professional development opportunities. The integration of quantitative and qualitative findings suggests that teachers generally demonstrate greater competence in planning classroom discussions than in facilitating real-time mathematical discourse. The study highlights the value of incorporating scenario-based professional learning grounded in an integrated discussion framework into teacher preparation and professional development programs to strengthen teachers’ planning and discourse facilitation competencies required for productive mathematical classroom discussions.