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Critical dialogue in mathematics education. (English)
Alrø, Helle (ed.) et al., Critical mathematics education: past, present and future. Festschrift for Ole Skovsmose. Rotterdam: Sense Publishers (ISBN 978-94-6091-162-0/pbk; 978-94-6091-163-7/hbk; 978-94-6091-164-4/ebook). 11-21 (2010).
From the text: The qualities of communication in mathematics education influence the qualities of learning mathematics. This hypothesis is investigated in [the first author and {\it O. Skovsmose}, Dialogue and learning in mathematics education. Intention, reflection, critique. Dordrecht: Kluwer (2002; ME 2003e.03819)]. From that study the authors claim that qualities of a dialogue such as inquiry, equality and risk-taking can be seen as equivalent to qualities of critical teaching and learning. This chapter develops this claim in relation to teacher education. Our emphasis is on professional development and empowerment of student teachers in teacher education. What could it mean to teach and learn mathematics that aims at developing critical democratic competencies in this context ‒ for the student teachers and for the pupils? What is the role of communication in this critical process of teaching and learning mathematics? A key concept we are going to develop is the notion of innovation competence, which means the competence of being able to challenge already existing practices and critically to think, plan and act in alternative ways. How can such a competence be stimulated in a learning conversation that focuses on possibilities rather than on limits? This question can be related not only to learning mathematics, but also to the professional development of teachers in general.
Classification: D20
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