Dialogic Learning as an Alternative Approach for Mathematics Classrooms

Abstract

This article characterizes the Dialogic Learning (DL) approach, presenting its constitutive elements using the literature related to the studies that have dealt with this theme in the specific context of practices and learning in math classes. In this way, the conception of dialogue that is practiced lies in the interaction between educator and learner through written language. The text also reports and shows two illustrative records that are used to establish a discussion about the importance of the activity and to emphasize how significant would be to disseminate the methodology amid math teachers at all educational levels. The DL approach aggregates important dimensions of communication and interaction between participants that are necessary to construct a differentiated idea about making mathematics, replacing the restrictive image disseminated over time by the classic lecture classes.