In this paper, we discuss the role and nature of pedagogic discourse. We argue that teachers' talk plays a much more important role in students' learning than is often considered--particularly in the learning of racially, ethnically, and linguistically diverse students. We present one teacher who has a record of assisting her fifth grade Latino students to make significant academic gains in mathematics, and we examine the way she uses her talk in teaching and how students in her class develop control over the mathematics discourse. To help make our point, we contrast this teacher with another teacher whose instructional talk is not as mathematically rich.

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