This study utilized pre-test and post-test quasi-experimental designs with quantitative and qualitative research approaches. The quantitative design was used to determine whether a significant relationship existed between the independent variable (revoicing, orienting, negotiating, and concretizing mathematics discourse structure) and the dependent variable (students’ conceptual understanding). The study involves selected Grade 7 Meranaw students from MSU UTC. The grade 7 students were selected because it's the level where the foundations of junior high mathematics were introduced. The data collection was done using questionnaires, interviews, modules, observations, and online classes. This study used a quasi-experimental design with an experimental group exposed to discursive styles in teaching. The findings indicated that discursive techniques in teaching algebra were found to be significant to students' conceptual understanding and performance in mathematics. Therefore, the researcher recommends teachers assess the background of their students and use discursive styles in their teaching-learning process to help students perform better in algebra. Moreover, students should put their efforts into learning algebra. Lastly, the researcher recommends future researchers on the relation of discursive styles in teaching algebra to students' conceptual understanding.