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10 juillet 2023
- handle: 10670/1.1gmkgt
- isbn: 978-963-7031-04-5
- hal: hal-04408283
info:eu-repo/semantics/OpenAccess
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Argumentation Contending, Verbal Oral self-defense Disputing Argumentation Argumentation Ratiocination Argumentation Speaking Oratory, Primitive Argumentation Dialectic (Logic) Deduction (Logic) Deductive logic Logic, Deductive Argumentation Argumentation SpeakingCiter ce document
Fiene Bredow et al., « Teacher actions framing argumentation in the mathematics class », HAL-SHS : sciences de l'éducation, ID : 10670/1.1gmkgt
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The focus of this paper are teacher actions which frame mathematical argumentation in secondary, eight-grade classrooms. Identifying and characterising teacher actions in mathematical argumentations provides an empirical ground to decide whether these actions can create or forfeit opportunities for students to learn to argue mathematically and to contribute to argumentations. Of particular interest in our research is how teachers frame students’ mathematical argumentations in the transition from arithmetic to algebra. In our study we found six categories of teacher actions during mathematical argumentation processes in eight-grade classrooms. Three categories were generated inductively from our data, the other three were deduced from a framework of Conner et al. (2014). Based on these empirical descriptions a discussion which teacher actions are supportive for students to participate in mathematical argumentation and to generate arguments is possible.