The purpose of this action research project was to understand how classroom discourse affects student reasoning in mathematics. I conducted three action research cycles with the goal of answering the research question: In what ways does classroom discourse support the development of students' mathematical reasoning? In cycle one, I studied how teacher questions influenced student reasoning. In cycle two, I considered how peer questioning affects student reasoning. In cycle three, I learned students' perceptions about their mathematical learning, reasoning and our classroom community and communication. The findings indicate that teachers need to improve their questioning strategies by asking questions that are timely and appropriate to build their students' conceptual understandings. I also found that effective student to student discourse can occur in the classroom given the proper context and can help advance reasoning skills. Lastly, teachers can benefit from looking at their classroom context through the eyes of their students
