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Mathematics dialogic gatherings: A way to create new possibilities to learn mathematics

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This paper introduces the Mathematics Dialogic Gatherings (MDG) as a successful way to encourage adults' learning of mathematics. We report on a group of adults who attended a MDG in an adult school placed in Barcelona. Participants in this group do not have an academic trajectory. They attend once a week a session in the adult school, where they read, share and discuss paragraphs from textbooks of mathematics. Popular gatherings are a historical way for adults to learn in Spain. MDG are based on the dialogic learning approach developed by Flecha and others. In this session I will provide evidence on adults' discussions illustrating how they scaffold themselves through egalitarian dialogue to learn and understand the mathematical concepts included in the textbooks used within the MDG. Drawing on the data collected, I argue that adults learn as a result of a dialogue in which they negotiate the meaning of the mathematical objects discussed, using dialogic talk. I conclude that MDG have the potential to create further learning opportunities especially for those who have never attended formal school courses, or dropped out of their school.

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ALM International Journal, 2017, vol. 12, num. 1, p. 39-48

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(c) Díez Palomar, Francisco Javier, 2017

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Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

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Mathematics dialogic gatherings: A way to create new possibilities to learn mathematics