ABSTRACT
This chapter describes about Mortimer and Scott's notion of meaning making as a dialogic process to provide a perspective on how Mr. T engages with learners in a lesson on quadratic inequalities. Meaning making, according to Mortimer and Scott, is a function of how the teacher orchestrates talk in the classroom. Mortimer and Scott argue that a communicative approach is at the heart of their framework. The chapter explains about dialogic-authoritative dimension that has its roots in Wretch's distinction between authoritative and dialogic functions and also on the notions of authoritative and internally persuasive discourse by Bakhtin. Mortimer and Scott expanded on the traditional triadic discourse of Initiation, Response, Evaluation, where instead of making an evaluation of the student's response, the teacher rather gives feedback, or elaborates on the student's response so that the student is supported in developing his/her own point of view.
