Teacher Support for Argumentation: An Examination of Beliefs and Practice
Teacher Support for Argumentation: An Examination of Beliefs and Practice
复制标题
教师对论证的支持：对信念和实践的检验
DOI：
10.5951/jresematheduc-2020-0250
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发表时间：
2021
影响因子：
2.8
通讯作者：
Laura Singletary
中科院分区：
文献类型：
--
作者：
AnnaMarie Conner;Laura Singletary
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。教师支持集体论证的差异已被观察和记录，教师在支持集体论证中的作用的重要性是众所周知的。本文旨在解释教师的支持论证的差异，通过检查两个学生教师的信念，数学，教学和证明，看看哪些信念是可见的支持论证。一个框架的论证和承诺，教师的信念和行动作为明智的系统的协助下，我们发现，教师的信念，教师的角色，特别是在给予解释，更明显的是在他们的支持集体论证比其他信仰的数学或证明。
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.