@inproceedings{87bf8347229243ec9a25e967fd19a146,
title = "Types and features of dialogical tasks from mathematics teachers' perspective",
abstract = "This study aims to examine the types of mathematical tasks that teachers select or modify to elicit argumentative dialogue among students, and to identify the dialogical characteristics attributed to these tasks by teachers. The data were collected in a task-based PD program aimed at fostering dialogical teaching in mathematics classrooms. The results indicate that when it comes to the independent selection or modification of a task, many types are considered, but most of the teachers prefer tasks that based on explication of students' mistakes and misconceptions. Additionally, we identified three features of tasks that make them dialogical from the teacher's perspective: Triggering cognitive conflict, mathematical complexity, and encouraging multiple solutions or approaches to the same problem.",
author = "Reut Parasha and Boris Koichu",
note = "Publisher Copyright: {\textcopyright} 2023, Psychology of Mathematics Education (PME). All rights reserved.; 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 ; Conference date: 16-07-2022 Through 21-07-2022",
year = "2023",
language = "الإنجليزيّة",
isbn = "9789659311248",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
pages = "19--26",
editor = "Michal Ayalon and Boris Koichu and Roza Leikin and Laurie Rubel and Michal Tabach",
booktitle = "Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023",
}