Learning to listen: from historical sources to classroom practice
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Listening to students in productive ways seems to be at the core of teaching practices aligned with the basic tenets of the constructivist world view. We present a definition for productive ways of listening, discuss the challenges involved in implementing it, and propose a way to support the “decentering” needed to learning to listen for teacher education programs. The proposal is based on reading and understanding historical texts as a way to exercising the adoption of the ‘other’s perspective.’ We describe the materials developed for teacher workshops, their implementation and what participants, and we, learned from the experience.
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- Learning to listen: from historical sources to classroom practice
Educational Studies in Mathematics
Volume 66, Issue 2 , pp 111-129
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- Springer Netherlands
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- learning to listen
- history of mathematics
- constructivist teaching
- teacher education
- teacher–student interactions