Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities
Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities
复制标题
教师对集体论证的支持：检查教师如何支持学生参与数学活动的框架
DOI：
10.1007/s10649-014-9532-8
复制
发表时间：
2014
影响因子：
3.2
通讯作者：
Richard T. Francisco
中科院分区：
文献类型：
--
作者：
AnnaMarie Conner;Laura Singletary;Ryan C. Smith;Patty Anne Wagner;Richard T. Francisco
我们提出了一个框架，研究教师如何支持集体论证在中学数学课堂上，包括教师的直接贡献的论点，教师问的问题，教师的其他支持行动。我们说明了我们的框架，从事件的集体论证发生在2天的教师的教室的例子。从这些例子中，我们讨论了如何可以使用的框架来检查数学方面的对话在数学课堂上。我们建议，该框架是有用的调查，并可能提高教师如何支持学生的推理和论证的基本数学活动。
We propose a framework for examining how teachers may support collective argumentation in secondary mathematics classrooms, including teachers’ direct contributions to arguments, the kinds of questions teachers ask, and teachers’ other supportive actions. We illustrate our framework with examples from episodes of collective argumentation occurring across 2 days in a teacher’s classroom. Following from these examples, we discuss how the framework can be used to examine mathematical aspects of conversations in mathematics classrooms. We propose that the framework is useful for investigating and possibly enhancing how teachers support students’ reasoning and argumentation as fundamentally mathematical activities.