Reflections on dialogicity: Challenges and suggestions by mathematics student teachers

Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked teaching. In addition, empirical studies explained manifests itself educational dialogue and classroom interactions. However, addressing the theory practice could be meaningfully teacher education professional development programs subject praxis still limited. Especially case of math education, reported limited number. Whereas tendency report challenges accompanying dialogicity, present study contributes by making suggestions delivering ways enhance dialogicity Most importantly, findings reveal that this is done mostly student teachers themselves. Additionally, all can considered result participating an initial program, following systematic cyclic structure develop one's understanding skills interactions include approaches. Implications for also discussed based on current study.