In this study, I examined the ways in which teachers' facilitation techniques are associated with students' mathematical thinking. The teachers' beliefs and students' perception about mathematics discussions were also examined in order to determine whether or not the connection of the teachers' facilitation techniques with students' thinking were affected by other factors. The data was collected from two university support classes for an undergraduate mathematics course. These classes were taught by two associate instructors. The data sources included video recordings of class sessions, interview sessions with the two teachers, and focus groups with students. A survey instrument was also given to the students in order to gain additional information about their perception of mathematics discussion. The findings showed variation in the way in which teachers' facilitation techniques connected with students' mathematical thinking. Both teachers' beliefs were in conformity with the use of mathematics discussions. However, one of the teachers was not consistent in reflecting their beliefs during the four class sessions that were observed. The students had positive perceptions about the use of discussions to teach mathematical concepts. Implications are discussed for mathematics educators, in-service and preservice teachers and policy makers in the field of education. Ideas for future research are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]