Abstract
Dialogue has been characterised as a communicative pattern that supports critical learning in education. Seeking to analyse this relationship, we investigated the interaction between teachers and students in two classes, a Third Grade and a Fifth Grade of São Paulo State public school. During the interaction, we identified a variety of dialogic acts; however, it was also possible to identify acts that obstructed the dialogue. In this article, we define and characterise non-dialogical acts and their connection with the students’ participation in mathematical activities. By non-dialogic acts, we mean acts that obstruct the dialogue or turn it into another pattern of communication.
Original language | English |
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Journal | For the Learning of Mathematics |
Volume | 40 |
Issue number | 1 |
Pages (from-to) | 9-14 |
Number of pages | 6 |
ISSN | 0228-0671 |
Publication status | Published - 2020 |