
06502969
a
2015f.00236
Serrad\'o, Ana
Vanegas, Yuly
Gim\'enez Rodr\'{\i}guez, Joaquim
Facilitating deliberate dialogue in mathematics classroom.
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 9783319154091/hbk; 9783319154107/ebook). Advances in Mathematics Education, 289303 (2015).
2015
Cham: Springer
EN
C70
C50
C60
deliberate dialogue
secondary mathematics classroom practices
preservice and inservice teaching
doi:10.1007/9783319154107_19
Summary: This chapter develops the concept of `deliberative dialogue' to explore crucial characteristics of mathematics classroom practice, in which the promotion of social participation is an explicit aim. It presents two case studies: one on future teachers facing deliberate dialogues, another on online deliberate dialogue in a secondary school mathematics classroom. It concludes that more preservice and inservice teachers should be involved in designbased research activities that seek to facilitate participation and deliberate dialogue in mathematics classrooms.