Educational Studies in Mathematics

, Volume 66, Issue 2, pp 111–129 | Cite as

Learning to listen: from historical sources to classroom practice

Article

Abstract

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.

Key words

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

Notes

Acknowledgements

We thank the workshop participants for their enthusiastic involvement and for their openness to share with us their views and criticisms.

We are grateful to Professors Hiroshi Iwasaki and Hitoshi Takahashi, Joetsu University of Education, for inviting us to conduct the second workshop and for their insightful comments on this work.

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Copyright information

© Springer Science+Business Media, Inc. 2007

Authors and Affiliations

  1. 1.Department of Science TeachingWeizmann Institute of ScienceRehovotIsrael
  2. 2.CRICEDUniversity of TsukubaTsukuba-shiJapan

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