Abstract
This text concerns the process of prospective teachers learning to engage in dialogue with their students in mathematics classes to promote learning. A teaching practice course on mathematics was designed to promote a meeting between the prospective teachers and the concept of dialogue. Investigation, reflection and planning activities were developed to provide such a meeting. The chapter focuses on the dialogue practice of one prospective teacher in the teaching course. Based on these practices of dialogue and theoretical inspirations about dialogue and about interaction, I propose an interpretation for dialogue, whose underlying political stance assumes that the talk is shared by those involved in it. I emphasize the move of going to where the other is in order to understand what she/he says, and also propose some actions that could contribute to the process of learning to be engaged in dialogue.
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Milani, R. (2018). “I Am Sorry. I Did Not Understand You”: The Learning of Dialogue by Prospective Teachers. In: Moschkovich, J., Wagner, D., Bose, A., Rodrigues Mendes, J., Schütte, M. (eds) Language and Communication in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-75055-2_15
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