Complex Conversations

Teaching and learning involve reflexive actions andshould be chosen thoughtfully and deliberately, notbecause someone has decided "what works." In thisstudy, I examine how complex conversations mightoffer pedagogical and theoretical (re)considerationsin a teacher education course on mathematics. The twomain research questions I explore are: 1) How can complex conversations-those involvingmultiple perspectives-aid pre-service teachers inbecoming reflective practitioners, effectiveprofessionals, and inquiring pedagogues? 2) How am I transformed as I experience and reflecton participation in these complex conversations? Complex conversations encourage a different form ofinteraction, a different way of imagining the world.May mathematics education be(come) a field of studythat allows for differences, multiple perspectives,and authentic questions, where ideas do not convergeor diverge but co-emerge