Abstract
This text concerns a research on the process of dialogue learning by prospective mathematics teachers. The aim was to understand such learning process and theorize about the dialogue. Based on theoretical ideas about the dialogue from Alrø and Skovsmose, we designed a teaching practice course on mathematics as the context of data production. The dialogue practice of the prospective teachers was followed and the episodes from those practices constituted a first level of data. In moments of supervision and pedagogical imagination, the prospective teachers reflected on such episodes and their conversation constituted data about data. An episode about a prospective teacher's attempt to put the dialogue in action with her students is presented. Essential elements of dialogue such as active listening, estrangement, and decentring are emphasized. We discuss an interpretation for dialogue based on the movement of going where the other is.
Keywords:
Dialogue; Dialogue Learning; Mathematics Teacher Education; Data about Data; Pedagogical Imagination