Writing fictional mathematical dialogues as a training and professional advancement tool for pre-service and in-service math teachers

Pre-Service and In-Service Math Teachers are often surprised to find themselves at a loss for words in the mathematics classroom. This feeling is not limited to the first day of class or to beginning teachers. Even experienced teachers describe unexpected classroom situations in which they cannot find the proper words to respond or to explain or mediate ideas. The teaching routine is fraught with on time decisions teachers must make. The objective of the current study was to promote the development of spoken and written mathematical discourse among pre-service and in-service math teachers in the context of classroom scenarios they considered unexpected and complex. The training was directed toward developing argumentative mathematical discourse skills through writing, with emphasis on writing fictional dialogues. The research focuses on the characteristics of fictional mathematical dialogues written by pre-service and in-service math teachers and seeks to show that these dialogues can used as a professional advancement tool.