Abstract
This study aims to examine the design considerations and resulting decisions made by mathematics teachers when planning dialogical situations for their students. The data were collected in a taskbased professional development program aimed at fostering dialogical teaching in mathematics classrooms. The results indicate that the requirement to pay attention to how students argue with each other led teachers to employ considerations consistent with elements of task-knowledge related to selecting and implementing tasks having high cognitive demand. However, teachers also extended their task-knowledge to dialogical task-knowledge by identifying and liberating the dialogical affordances embedded in tasks involving cognitive conflict, mathematics complexity and multiple solutions. The results are organized around an emergent model of teachers' design considerations for planning dialogical situations.
| Original language | English GB |
|---|---|
| Title of host publication | Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) |
| Editors | Paul Drijvers, Csaba Csapodi, Hanna Palmér, Katalin Gosztonyi, Eszter Kónya |
| Place of Publication | Budapest, Hungary |
| Volume | TWG20 |
| State | Published - 1 Jul 2023 |
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