This study focuses on the challenge of promoting significant mathematical discourse among preservice teachers. The study was conducted as part of an academic course that accompanies their practical training. Twenty-three math preservice teachers’ learning process was examined as a result of using an analytic model designed for discourse protocols’ analysis. Findings revealed that an active and dynamic process occurred, modifying teacher practice and developing critical reflective thinking among preservice teachers. The change occurred in two “ripples of influence”: (1) improving discourse to one promoting learning by demonstrating hypothetical scenarios and (2) perception of the role of teachers and class management.

这项研究的重点是在职前教师中促进重要的数学对话的挑战。这项研究是其实践培训的一部分，是一门学术课程的一部分。通过使用针对话语协议分析设计的分析模型，对23名数学职前教师的学习过程进行了检查。调查结果表明，发生了一个积极而动态的过程，从而改变了教师的实践并发展了职前教师中的批判性反思思维。这种变化发生在两个“影响的波纹”上：（1）通过演示假设的情景，将话语改进为一种促进学习的方式；（2）对教师和班级管理的作用的认识。