The purpose of this qualitative study was to explore in-service teachers’ first experiences with imaginary dialogues – a form of mathematical writing where students are introduced to a written and unfinished dialogue between two imaginary persons discussing a mathematical problem. Students are supposed to continue working with the problem and to complete the initial dialogue between these persons. In-service teachers were enrolled in a continuing university education mathematics course. They were given the task to try out imaginary dialogues in their classes from grades 4 to 10. Based on in-service teachers’ responses in open-ended self-evaluation forms, the study examined how the in-service teachers perceived imaginary dialogues as a tool to approach students’ mathematical argumentation. The study also sought to investigate how they identified levels of argumentation in their students’ written dialogues based on the background of Balacheff’s levels of proofs in school mathematics practices.publishedVersionNivå
