Dialogue and Learning in Mathematics Education is concerned with
communication in mathematics class-rooms. In a series of empirical
studies of project work, we follow students' inquiry cooperation as
well as students' obstructions to inquiry cooperation. Both are
considered important for a theory of learning mathematics.
Special attention is paid to the notions of dialogue' and
critique'. A central idea is that dialogue' supports critical
learning of mathematics'. The link between dialogue and critique is
developed further by including the notions of intention' and
reflection'. Thus a theory of learning mathematics is developed
which is resonant with critical mathematics education.
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