Using drama to change classroom discourse

This article provides insights about a project studying how process drama can be used to change classroom discourse in mathematics. The idea is to use process drama to help students practice with roles relevant for mathematics discourse, and then use these roles to help students become active participants of learning during regular mathematics lessons. This article reports from the first lesson conducted after the process drama, and finds a lesson where the students dominate talk, especially asking for and explaining methods and reasons, and where the teacher acts as a moderator.