Dialogue and Learning in Mathematics Education. Intention, Reflection, Critique

This title is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, it follows students' inquiry co-operation as well as students' obstructions to inquiry co-operation. 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'.