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Complex Conversations. Edition No. 1
VDM Publishing House, July 2009, Pages: 208
Teaching and learning involve reflexive actions and should be chosen thoughtfully and deliberately, not because someone has decided “what works.” In this study, I examine how complex conversations might offer pedagogical and theoretical (re)considerations in a teacher education course on mathematics. The two main research questions I explore are: 1) How can complex conversations—those involving multiple perspectives—aid pre-service teachers in becoming reflective practitioners, effective professionals, and inquiring pedagogues? 2) How am I transformed as I experience and reflect on participation in these complex conversations? Complex conversations encourage a different form of interaction, a different way of imagining the world. May mathematics education be(come) a field of study that allows for differences, multiple perspectives, and authentic questions, where ideas do not converge or diverge but co-emerge
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