Joaquim Giménez Rodríguez

Facilitating Deliberate Dialogue in Mathematics Classroom

This chapter develops the concept of ‘deliberative dialogue’ to explore crucial characteristics of mathematics classroom practice, in which the promotion of social participation is an explicit aim. It presents two case studies: one on future teachers facing deliberate dialogues, another on on-line deliberate dialogue in a secondary school mathematics classroom. It concludes that more pre-service and in-service teachers should be involved in design-based research activities that seek to facilitate participation and deliberate dialogue in mathematics classrooms.

Inquiry and Modelling in a Real Archaeological Context

This chapter focuses on studying the potentialities of interdisciplinary approaches for mathematical modelling. The research presents the design of a teaching sequence based on an archaeological context—the ruins of a Roman theatre discovered in Badalona (Catalonia)—implemented with 12–14-year-old students in their 2015 course. The aim was to promote inquiry and student modelling competences and to investigate how making multiple disciplines interact could enhance modelling and inquiry processes. An initial historical situation involving the students was presented to deal with a problem integrating an interdisciplinary approach. Mathematical modelling appeared as a central tool in the teaching and learning processes. Furthermore, a constant dialectic between mathematics and history was required to facilitate evolution of the modelling process.