The purpose of this study is to investigate the possibility of dialogic teaching in grade 10 mathematical class, the strategies for dialogic teaching, and the impact of dialogic teaching on teacher’s professional development and students’ performance of mathematics and attitude towards mathematics. The author conducted one semester teaching of grade 10 math using dialogic teaching and data collected include the teacher’s assessment, classroom tape recording, the researcher’s teaching logbook, documents, etc. Data is quantitatively analyzed to assess the effectiveness of the dialogic teaching. The following conclusions are obtained: 1. The procedure for dialogic teaching in grade 10 mathematical class: 1) Create a learning environment. Respect for differences, establish regular classes and study groups. 2) Both teachers and students are important parts of dialogic teaching dialogue with the text. 3) The issue is the focus of the dialogue, the questions asked by the teacher not just to test what knowledge students already have, but also help students’ the development of understanding. 4) Emphasize interactions, including teachers’ professional dialogue, teacher-student dialogue and students-students dialogue. 2. Teaching strategies which encourage and maintain dialogues with students 1) Creates a learning environment for dialogues. 2) Creates diverse forms of discourse, including teachers’ professional ii dialogue, teacher-student dialogue, students-students dialogue, self-dialogue. 3) Selects appropriate mode of discourse. Narrate, question-and-answer, heuristics, discussion, debate can be all used creatively. 3. The researcher has also experienced growth and improvement in teaching by transforming the dull theory into practice 1) Teacher is the subject of action research. The researcher is a curriculum designer, field teacher, observer, learner and action reflector. 2) The researcher’s knowledge of teaching was strengthened. Improve communication skills, promote reflection and critical thinking, and enhance their professional knowledge of teaching. 4. Dialogic teaching can improve students’ mathematical abilities, improve their learning attitudes, enhance their self-expectations and improve their performance of mathematics Keywords: dialogic teaching, discourse analysis, action research.