‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation
复制标题
重新审视“保证”：将数学教师的教学和认识论考虑纳入图尔敏的论证模型
DOI：
10.1007/s10649-011-9345-y
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发表时间：
2012
影响因子：
3.2
通讯作者：
T. Zachariades
中科院分区：
文献类型：
--
作者：
Elena Nardi;Irene Biza;T. Zachariades
在这篇文章中，我们提出了一种分析教师论点的方法，该方法考虑了场依赖性--在图尔明的意义上，即在论证中部署的权证对论点所涉及的活动领域的依赖性。为了规避我们试图确定论点所涉及的领域(S)时出现的问题，弗里曼提出了权证的分类(先验的、经验性的、制度性的和评估性的)。我们分析教师论点的方法提出了一种对弗里曼分类的修改，区分了：认识论和教育学的先验保证，专业和个人的经验保证，认识论和课程的机构保证，以及评估保证。我们的命题是在一项书面回应和采访研究中进行的分析得出的，这项研究让中学数学教师与数学分析和代数领域的课堂情景进行了接触。这些情景是假设的，基于开创性的学习和教学问题，并可能在实际实践中发生。为了说明我们在这里提出的分析教师论点的方法，我们利用了我们通过使用一个这样的情景--切线任务--收集的数据。我们展示了如何根据教师的其他考虑和优先事项--教学、课程、专业和个人--重新考虑教师的论点，而不仅仅是分析他们的数学准确性，可以说是更有成效的。
In this paper, we propose an approach to analysing teacher arguments that takes into account field dependence—namely, in Toulmin’s sense, the dependence of warrants deployed in an argument on the field of activity to which the argument relates. Freeman, to circumvent issues that emerge when we attempt to determine the field(s) that an argument relates to, proposed a classification of warrants (a priori, empirical, institutional and evaluative). Our approach to analysing teacher arguments proposes an adaptation of Freeman’s classification that distinguishes between: epistemological and pedagogical a priori warrants, professional and personal empirical warrants, epistemological and curricular institutional warrants, and evaluative warrants. Our proposition emerged from analyses conducted in the course of a written response and interview study that engages secondary mathematics teachers with classroom scenarios from the mathematical areas of analysis and algebra. The scenarios are hypothetical, grounded on seminal learning and teaching issues, and likely to occur in actual practice. To illustrate our proposed approach to analysing teacher arguments here, we draw on the data we collected through the use of one such scenario, the Tangent Task. We demonstrate how teacher arguments, not analysed for their mathematical accuracy only, can be reconsidered, arguably more productively, in the light of other teacher considerations and priorities: pedagogical, curricular, professional and personal.