Secondary mathematics teachers’ use of students’ incorrect answers in supporting collective argumentation

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yuling Zhuang, AnnaMarie Conner
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引用次数: 0

Abstract

ABSTRACT

This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these arguments are investigated. Then, by focusing on the correctness of argument components as represented by the diagrams, we developed a potential model of levels of validity in classroom-based argumentation. The model may help the field to identify fine-grained conditions of validity within episodes of collective argumentation. The findings of this study provide insight into how teachers can manage or capitalize on incorrect parts of an argument when they attempt to support classroom-based argumentation as part of a long-term teaching intervention.

中学数学教师利用学生错误答案支持集体论证
摘要本研究阐述了两位中学数学教师如何利用学生的错误答案来支持学生参与集体论证。举例说明了学生提供错误答案时支持论证的三种方式,并调查了这些论证的结构。然后,通过关注图表所表示的论证成分的正确性,我们开发了基于课堂的论证的有效性水平的潜在模型。该模型可以帮助该领域在集体论证的情节中确定有效性的细粒度条件。本研究的发现为教师如何管理或利用论点的不正确部分提供了见解,当他们试图支持基于课堂的论证作为长期教学干预的一部分时。
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来源期刊
Mathematical Thinking and Learning
Mathematical Thinking and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
6.20%
发文量
18
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