Deutsche Version

Dialogue-Based Teaching

If you want to build a ship,
don't herd people together to collect wood
and don't assign them tasks and work,
but rather teach them to long
for the endless immensity of the sea.

The concept of dialogue-based mathematics teaching was developed from years of teamwork between the mathematician Peter Gallin and the Germanist Urs Ruf. The central element of this concept is the language, i.e. "putting" the thoughts, discussions, acquired knowledge as well as discarded ideas "into words".

Learning with core ideas

The first core idea is specified by the teacher. It must be kept subjective intentionally, should arouse the interest ("I want to work on this!") and build confidence in one's abilities ("I can do this!").

"Show the entire picture to students right from the beginning in a way that they are not scared, but are excited to start working on the concept on their own. Give them the core idea about the subject."
P. Gallin


In a diary, students should not only write their ideas and solutions, but should also express their personal views regarding the topic and their work.
The following points indicate a rough orientation framework for the possible structure of a diary:


When did I make this entry?


What is the topic on which we are working?


What am I supposed to do?


Why are we doing this?


Which way should I tread to find a solution?


Where am I at the moment?


Who can help me?

Diaries or learning logs are a suitable instrument to encourage expressiveness and the exchange of thoughts.


Peter Gallin, Dialogue-based learning - From a pedagogical concept to everyday teaching (pdf)

Peter Gallin, The quadratic equation - this is a topic to be taught in an inquiry-based way after all (pdf)