Dialogue has been characterised as a communicative pattern that supports critical learning in education. Seeking to analyse this relationship, we investigated the interaction between teachers and students in two classes, a Third Grade and a Fifth Grade of São Paulo State public school. During the interaction, we identified a variety of dialogic…

In Norway, children are encouraged to pose a problem that they can solve using an arithmetical calculation. This is known as 'regnefortelling'. During a larger project, we became interested in a small group of "regnefortelling" which used unusual contexts, contexts that made us uneasy and invoked a feeling of uncertainty about how we…