Abstract
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 on-line deliberate dialogue in a secondary school mathematics classroom. It concludes that more pre-service and in-service teachers should be involved in design-based research activities that seek to facilitate participation and deliberate dialogue in mathematics classrooms.
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Acknowledgements
The work presented was realized in the framework of the following Research Projects: (1) REDICE-10-1001-13 “A competencial perspective about the Master’s Training for Secondary School Mathematics Teachers”. (2) EDU2012-32644 “Development of a program by competencies in a initial training for Secondary School Mathematics”. It was supported by the Agrupació de Recerca en Ciències de l’Educació in 2013 and the Comissionat per a Universitats I Recerca del DIUE from Generalitat de Catalunya (GREAV 2014 SGR 485).
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Serradó, A., Vanegas, Y., Giménez Rodríguez, J. (2015). Facilitating Deliberate Dialogue in Mathematics Classroom. In: Gellert, U., Giménez Rodríguez, J., Hahn, C., Kafoussi, S. (eds) Educational Paths to Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-15410-7_19
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DOI: https://doi.org/10.1007/978-3-319-15410-7_19
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