Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry

Nadia Stoyanova Kennedy

doi:10.12973/ejmste/75258

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Nadia Stoyanova Kennedy ¹ ^*

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¹ Stony Brook University, Stony Brook, NY, USA^* Corresponding Author

Abstract

This paper discusses a teaching model called community of mathematical inquiry (CMI), characterized by dialogical and inquiry-driven communication and a dynamic structure of intertwined cognitive processes including distributed thinking, mathematical argumentation, integrated reasoning, conceptual transformation, internalization of critical thinking “moves,” and collectively constructed concepts. As a form of pedagogy, community of inquiry is non-hierarchical, democratic, pluralistic, ethically and culturally sensitive, and inherently egalitarian. In addition, the structure of the inquiry process in CMI is understood as one in which every individual has an effect on the system as a whole, which is therefore emergent, self-correcting, self-directed, and self-organizing. This paper draws some implications of this form of pedagogy for mathematics education.

Keywords

dialogical pedagogy
community of inquiry
mathematical thinking

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 5, Issue 1, 2009, 71-78

https://doi.org/10.12973/ejmste/75258

Publication date: 22 Jan 2009

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How to cite this article

APA

Kennedy, N. S. (2009). Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), 71-78. https://doi.org/10.12973/ejmste/75258

Vancouver

Kennedy NS. Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry. EURASIA J Math Sci Tech Ed. 2009;5(1):71-8. https://doi.org/10.12973/ejmste/75258

AMA

Kennedy NS. Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry. EURASIA J Math Sci Tech Ed. 2009;5(1), 71-78. https://doi.org/10.12973/ejmste/75258

Chicago

Kennedy, Nadia Stoyanova. "Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry". Eurasia Journal of Mathematics, Science and Technology Education 2009 5 no. 1 (2009): 71-78. https://doi.org/10.12973/ejmste/75258

Harvard

Kennedy, N. S. (2009). Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), pp. 71-78. https://doi.org/10.12973/ejmste/75258

MLA

Kennedy, Nadia Stoyanova "Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry". Eurasia Journal of Mathematics, Science and Technology Education, vol. 5, no. 1, 2009, pp. 71-78. https://doi.org/10.12973/ejmste/75258