Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry
Nadia Stoyanova Kennedy 1 *
More Detail
1 Stony Brook University, Stony Brook, NY, USA
* Corresponding Author

Abstract

This paper discusses a teaching model called community of mathematical inquiry (CMI), characterized by dialogical and inquiry-driven communication and a dynamic structure of intertwined cognitive processes including distributed thinking, mathematical argumentation, integrated reasoning, conceptual transformation, internalization of critical thinking “moves,” and collectively constructed concepts. As a form of pedagogy, community of inquiry is non-hierarchical, democratic, pluralistic, ethically and culturally sensitive, and inherently egalitarian. In addition, the structure of the inquiry process in CMI is understood as one in which every individual has an effect on the system as a whole, which is therefore emergent, self-correcting, self-directed, and self-organizing. This paper draws some implications of this form of pedagogy for mathematics education.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75258

EURASIA J Math Sci Tech Ed, 2009 - Volume 5 Issue 1, pp. 71-78

Publication date: 22 Jan 2009

Article Views: 825

Article Downloads: 550

Open Access References How to cite this article