Abstract: This talk provides an overview of research on mathematics classroom discourse. More specifically, the presenter will share highlights from research related to typical classroom interaction patterns in contrast to mathematics discourse that is more powerful and productive. A discourse example of what “doing mathematics” looks like amongst mathematicians will be contrasted with a classroom teaching example. These will be examined through a discourse lens. The influence of mathematics tasks and context will also be discussed. The talk will conclude with a look towards how mathematics classroom discourse can be more powerful and productive when purposeful attention is paid to its facilitation.