Chapin, S. H., O’Connor, C., and Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn.
The basis of chapter nine is help teachers plan discussion rich math lessons. Four main components aid this: 1) Identifying the mathematics goal – what do you want your students to learn and talk about? 2) Anticipating confusion – thinking ahead will help you keep you students on track 3) Asking questions – developing high-level, open-ended questions. 4) Planning the implementation – How’s it all going to shake out? Also addressed is when to use which talk format (partner talk, small group, whole class) and how to generate those good questions.

Stein, M. K. (2001) Mathematical argumentation: Putting the umph into classroom discussion.
This article shows you in depth how to facilitate a classroom discussion where the students lead. All the time students hear teacher’s asking them explain there thinking. This, it seems, is not enough to get students truly thinking about their answers. But phrased in the context of a debate of sorts, where students must defend their thoughts from questions from students with opposing views, students will examine in depth not only why wrong responses are wrong but why correct responses are right.

Atkins, S. (1999, January). Listening to students: The power of mathematical conversations.
This article I had no problem viewing. It takes us through a couple of different classroom settings. In each situation a discussion is happening. In a situation where the students are all plopped on the floor not facing each other the researcher finds that the discussion is directed through her. When arranging the students on the perimeter of a carpet, however, the researcher finds the discussion to be student directed. Students learn better and form collegial relationships when the teacher does not lead the discussion but rather is a member just like any student.

Kazemi, E. (1998, March). Discourse that promotes conceptual understanding
Okay blogmates, you’ve confounded me. I searched this article five different ways and could not find it. From the looks of it though I’d say that the main point of this article is to try your best to elicit an explanation behind a response and then let the student or class work through why it is or isn’t correct.