教师对论证的支持:信念与实践的检验

IF 3.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal for Research in Mathematics Education Pub Date : 2021-03-01 DOI:10.5951/JRESEMATHEDUC-2020-0250

AnnaMarie Conner, Laura Singletary

{"title":"教师对论证的支持:信念与实践的检验","authors":"AnnaMarie Conner, Laura Singletary","doi":"10.5951/JRESEMATHEDUC-2020-0250","DOIUrl":null,"url":null,"abstract":"Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers’ support for collective argumentation have been observed and documented, and the importance of the teacher’s role in supporting collective argumentation is well established. This article seeks to explain differences in teachers’ support for argumentation by examining two student teachers’ beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers’ beliefs and actions as sensible systems, we found that teachers’ beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":"{\"title\":\"Teacher Support for Argumentation: An Examination of Beliefs and Practice\",\"authors\":\"AnnaMarie Conner, Laura Singletary\",\"doi\":\"10.5951/JRESEMATHEDUC-2020-0250\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers’ support for collective argumentation have been observed and documented, and the importance of the teacher’s role in supporting collective argumentation is well established. This article seeks to explain differences in teachers’ support for argumentation by examining two student teachers’ beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers’ beliefs and actions as sensible systems, we found that teachers’ beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof.\",\"PeriodicalId\":48084,\"journal\":{\"name\":\"Journal for Research in Mathematics Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2021-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal for Research in Mathematics Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.5951/JRESEMATHEDUC-2020-0250\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for Research in Mathematics Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0250","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 5

摘要

支持学生进行数学论证是数学课堂话语实践的重要组成部分。已经观察到并记录了教师支持集体论证的差异，教师在支持集体论证中的作用的重要性也得到了很好的确立。本文试图通过考察两名学生教师对数学、教学和证明的信念来解释教师对议论文支持的差异，看看他们对议论文的支持中哪些信念是可见的。在论证框架的帮助下，我们发现，与其他关于数学或证明的信念相比，教师对教师角色的信念，特别是在提供解释方面，在支持集体论证方面更为明显。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Teacher Support for Argumentation: An Examination of Beliefs and Practice

Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers’ support for collective argumentation have been observed and documented, and the importance of the teacher’s role in supporting collective argumentation is well established. This article seeks to explain differences in teachers’ support for argumentation by examining two student teachers’ beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers’ beliefs and actions as sensible systems, we found that teachers’ beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

17.90%

发文量

期刊介绍： An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.