Implementation and Efficacy of a Teacher Intervention in Dialogic Mathematics Classroom Discourse

The present study investigated the efficacy of a teacher intervention program, which aims at assisting teachers in the development of conceptual and practical tools to be applied as a means of engaging students in dialogic classroom discourse. 32 fourth-grade mathematics teachers and their classes involved in the study, among whom half of the teachers and classes belonged to the intervention group and the other half to the non-intervention group.