ABSTRACT
This chapter draws out practical implications from the analysis of the dialogue in Mr. T's lesson. It also uses the students' voices in the interviews to illustrate what dialogic interaction could look like in a lesson. Interactivity is very important for learner involvement in the lesson. It is what happens when the teacher opens the conversation for multiple ideas and learners become active participants in classroom conversation. Interactive dialogic communication does open up for learners' involvement in classroom conversations. This is in fact the preferred form of interaction for mathematics classrooms because it leads to more effective teaching. The chapter explores to try more F-moves which would help you to probe your students' thinking, expose their struggles and knowledge gaps and provide opportunities for meaning making. In both interviews the students had difficulty explaining what happens to the sign when they transpose from the right-hand side to the left-hand side of the inequality expression.
