Reason and Creativity in Classroom Dialogues

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Teaching Children How to Use Language to Solve Maths Problems (2006, methodology): “…of a series of earlier, related projects into the relationship between the language of teaching and learning and the development of children’s knowledge and understanding (as described in Mercer, 1995; 2000; Mercer, Dawes, Wegerif & Sams, 2004; Wegerif & Dawes, 2004; Dawes, 2005; Wegerif, 2005).”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, unknown): “…alternative views through careful guidance by the teacher (Dillenbourg & Jermann, 2007; Doise & Mugny, 1986; Kollar, Fischer, & Slotta, 2008; Lahti, Eteläpelto, & Siitari, 2004; Mercer & Littleton, 2007; Moran & John-Steiner, 2004; RojasDrummond, Mazon, Fernandez, & Wegerif, 2006; Wegerif, 2005).”
Explicit reasoning, creativity and co-construction in primary school children's collaborative activities (2006, background): “Indeed, there are some suggestions from studies of classroom talk that in some cases it may hamper co-construction by preventing the expression of contributions that can not be explicitly justified (Wegerif, 2005).”
Dialogic teaching: developing thinking and metacognition through philosophical discussion (2007, background): “Creative dialogue can be summed up as ‘playful talk’ (Wegerif, 2005 ), what I have termed ‘Menippean dialogue’ in classrooms (Fisher, in press), which is being playful with ideas and suggesting divergent possibilities.”