Abstract Classrooms which involve students in mathematical discourse are becoming ever more prominent for the simple reason that they have been shown to support student learning and affinity for content. While support for outcomes has been shown, less is known about how or why such strategies benefit students. In this paper, we report on one such finding: namely that when students engage with another’s reasoning, as necessitated by interactive conversation, it supports their own conceptual growth and change. This qualitative analysis of 10 university students provides insight into what engaging with another’s reasoning entails and suggests that higher levels of engagement support higher levels of conceptual growth. We conclude with implications for instructional practice and future research.

中文翻译：

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与他人的推理进行互动的方式是富有成效的

摘要 让学生参与数学讨论的课堂正变得越来越突出，原因很简单，因为它们已被证明支持学生的学习和对内容的亲和力。虽然已经显示出对结果的支持，但人们对这些策略如何或为什么使学生受益却知之甚少。在本文中，我们报告了一个这样的发现：即当学生参与到另一个人的推理中时，这是互动对话所必需的，它支持他们自己的概念成长和变化。这项对 10 名大学生的定性分析提供了深入了解参与他人推理所需要的内容，并表明更高水平的参与支持更高水平的概念发展。我们总结了对教学实践和未来研究的影响。