Abstract
An imaginary dialogue is a form of mathematical writing where a single student composes a written dialogue between two protagonists who discuss a mathematical task or question (Wille 2008). The aim of this article is to discuss from a theoretical perspective the potential and limitations of the use of imaginary dialogues in mathematics education in order to understand students’ mathematical thinking processes. Grade 5 students’ writing on fractions will serve to exemplify the theoretical line of argumentation.
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CITATION STYLE
APA
Wille, A. M. (2017). Imaginary Dialogues in Mathematics Education. Journal Für Mathematik-Didaktik, 38(1), 29–55. https://doi.org/10.1007/s13138-016-0111-7
Readers over time
Readers' Seniority
Readers' Discipline
