Participation of non-dominant students in argumentation in the mathematics classroom
Participation of non-dominant students in argumentation in the mathematics classroom
复制标题
非优势学生参与数学课堂论证
DOI：
10.1080/14675986.2015.1071755
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发表时间：
2015
影响因子：
1.2
通讯作者：
R. Hunter
中科院分区：
文献类型：
--
作者：
M. Civil;R. Hunter
这篇文章的重点是在两个不同的地理背景下，美国和新西兰的数学课堂上的论证。从移民学生（Pasifika）在新西兰和墨西哥裔美国学生在美国的情况下，我们认为有必要通过文化和语言的透镜研究论证的概念的数据。我们对这两个案例的分析指出了支持学生参与论证的共同特征。建立关系，鼓励和支持学生做自己被视为论证的资源。在两个截然不同的背景下，相似之处是惊人的。当我们考虑如何发展支持非优势学生参与数学论证的环境时，我们可能希望学习和建立学生的文化方式。
This article focuses on argumentation in mathematics classrooms in two different geographic contexts, the US and New Zealand. Drawing on data from a case with immigrant students (Pāsifika) in NZ and a case with Mexican American students in the US, we argue for the need to study the concept of argumentation through a cultural and language lens. Our analysis across the two cases points to common features that supported students’ engagement in argumentation. Building relationships and encouraging and supporting students to be themselves are seen as resources for argumentation. The similarities across two very different contexts are striking. As we think of how to develop environments that support non-dominant students’ participation in mathematical argumentation, we may want to learn from and build on students’ cultural ways of being.