International Journal of Academic Multidisciplinary Research (IJAMR)   Year: 2024 | Volume: 8 | Issue: 3 | Page No.: 84-87 Dichotomies of Mathematics Classroom Discourses in Higher Education: A Systematic Review Download PDF Jay Fie P. Luzano, PhD Abstract: Mathematics education in higher education institutions shapes students' understanding and problem-solving skills through classroom discourse which is pivotal for knowledge construction and sharing. This study explored and reviewed the various dichotomies of mathematics classroom discourses in higher education. This investigation utilized a systematic review method to synthesize existing literature concerning the aforementioned dichotomies on classroom discourses in Mathematics Education. Results showed five (5) emerging dichotomies in mathematics classroom discourses in higher education, namely; (1) Traditional vs. Non-Traditional Approaches; (2) Teacher-Centered vs. Student-Centered Instruction; (3) Disciplinary Identity vs. Interdisciplinary Perspectives; (4) Language and Discourse Practices; and (5) Enablers and Obstacles in Teaching and Learning Mathematics. In higher education mathematics classrooms, embracing non-traditional, student-centered approaches with interdisciplinary perspectives and inclusive discourse can enhance student engagement, critical thinking, and problem-solving skills. Educators may prioritize fostering peer collaboration, active participation, and effective communication to create inclusive learning environments that support diverse language practices and promote meaningful mathematical discussions, ultimately improving students' overall learning experiences in mathematics education.