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Date:
16 Feb 2007
Learning to listen: from historical sources to classroom practice
 Abraham Arcavi,
 Masami Isoda
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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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 Title
 Learning to listen: from historical sources to classroom practice
 Journal

Educational Studies in Mathematics
Volume 66, Issue 2 , pp 111129
 Cover Date
 20071001
 DOI
 10.1007/s1064900690758
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 learning to listen
 history of mathematics
 constructivist teaching
 teacher education
 teacher–student interactions
 Authors

 Abraham Arcavi ^{(1)}
 Masami Isoda ^{(2)}
 Author Affiliations

 1. Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100, Israel
 2. CRICED, University of Tsukuba, Tsukubashi, 3058572, Japan