Abstract
Script writing by learners has been used as a valuable pedagogical strategy and a research tool in several contexts. We adopted this strategy in the context of a mathematics course for prospective teachers. Participants were presented with opposing viewpoints with respect to a mathematical claim, and were asked to write a dialogue in which the characters attempted to convince each other of their point of view. They had to imagine and articulate fictional characters' reasoning, as well as design a potential pedagogical intervention. We outline what script writing revealed about the participants' understanding of the structure of natural and rational numbers and of mathematical argumentation, and discuss the affordances of this methodological tool in teacher education.
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