Dialogic Learning as an Alternative Approach for Mathematics Classrooms

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