“I Am Sorry. I Did Not Understand You”: The Learning of Dialogue by Prospective Teachers

Milani, Raquel

doi:10.1007/978-3-319-75055-2_15

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…By putting these dialogic acts into action, teacher and students might establish a democratic relationship, since everyone has the right to speech and active listening, and the understanding of what each participant says is fundamental (Milani, 2018). By active listening, we mean what Alrø and Skovsmose (2004, p. 62) propose: "asking questions and giving non-verbal support while finding out what the other is getting at".…”

Section: The Interconnection Between Democracy and Landscapes Of Inve...mentioning

confidence: 99%

Landscapes of Investigation

2022

Studies on Mathematics Education and Society

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Creating landscapes of investigation is a primary concern of critical mathematics education. It enables us to organise educational processes so that students and teachers are able to get involved in explorations guided by dialogical interactions. It attempts to address explicit or implicit forms of social injustice by means of mathematics, and also to promote a critical conception of mathematics, challenging the assumption that the subject represents objectivity and neutrality. Landscapes of Investigation provides many illustrations of how this can be done in primary, secondary, and university education. It also illustrates how exploring landscapes of investigation can contribute to mathematics teacher education programmes. This edited volume is the result of a collaboration established through the Colloquium in Research in Critical Mathematics Education, which took place in 2016, 2018, and 2019 in Brazil. Its twenty-eight contributors are young researchers from Brazil, Chile, Colombia, India, Mexico and the USA, who are dedicated to the further development of critical mathematics education. Organised in eighteen chapters, the volume presents examples of engaging students from a diversity of social and economic backgrounds, age ranges, and abilities across different countries. The chapters present original findings on the social aspects of all levels of mathematics education. Landscapes of Investigation is of particular relevance to those with an interest in the potential of mathematics education to challenge social injustices.

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Section: The Interconnection Between Democracy and Landscapes Of Inve...mentioning

confidence: 99%

Landscapes of Investigation

2022

Studies on Mathematics Education and Society

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“…They must discuss what is proposed, understand different perspectives, actively listen to what the other says, and reformulate ideas. These are the aspects that characterise dialogue in mathematics education Milani, 2018;. A teaching and learning environment to develop mathemacy is dialogic.…”

Section: The Interconnection Between Democracy and Landscapes Of Inve...mentioning

confidence: 99%

8. Global Citizenship

Carrijo¹

2022

Landscapes of Investigation

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The word citizenship, a contested concept, emerges in different discourses that can hide contrasting interests. Differences in its meanings are enhanced with the changes in society through history. This chapter presents a discussion about mathematics education for citizenship and its outcomes. School presents itself as a stage of dispute and a space for expressing different ideologies that can configure ways of thinking and structuring an education on the topic of citizenship. Mathematics education is shown to be supportive of different citizenship discourses. In a globalised world with deep inequalities, a type of mathematics education for citizenship that matches with inclusion and diversity is required; one which considers global issues. The proposed landscape of investigation Global Visibility Matters is a possible support aid for mathematics classes, based on enabling students to develop global citizenship. By reading and interpreting a social situation as being open to change, it becomes possible for the students to be recognised as—and to act as—global citizens.

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1. Entering Landscapes of Investigation

Penteado¹,

Skovsmose²

2022

Landscapes of Investigation

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Landscapes of investigation provide different learning environments from the paradigm of exercises. The move from exercises into landscapes of investigation is a move into new risk structures, but is also a move into new possibilities. When entering into landscapes of investigation, one cannot expect the communication to follow predictable patterns. Here, one enters an environment which calls for dialogue. I see dialogue as playing a fundamental role in establishing a critical activity, and as a consequence I consider working with landscapes of investigation to be an important feature of critical mathematics education. The exploration of landscapes is not restricted to particular groups of students. Any group of students can be invited into such landscapes: students at social risk, students in comfortable positions, students with disabilities, senior students, and university students in mathematics. Landscapes of investigation are constructions; they are contested, and they can come to include any kind of controversial issue.

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“I Am Sorry. I Did Not Understand You”: The Learning of Dialogue by Prospective Teachers

Cited by 4 publications

References 5 publications

Landscapes of Investigation

Landscapes of Investigation

8. Global Citizenship

1. Entering Landscapes of Investigation

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