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6 février 2019
- handle: 10670/1.vydws1
- hal: hal-02430421
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
Michal Ayalon et al., « Emergent model for teachers' conceptions of argumentation for mathematics teaching », HAL-SHS : sciences de l'éducation, ID : 10670/1.vydws1
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In recent years, there has been a growing appreciation of the importance of incorporating argumentation into the mathematics classroom. Whereas considerable research has been done on argumentation, little has specifically focused on teachers’ conceptions. This paper presents an exploratory study as part of ongoing research into teachers’ conceptions of argumentation for teaching mathematics. Drawing on the literature on argumentation and empirical data, we propose an emergent model, presented as a 5-by-2 construct featuring five types of conceptions across two dimensions: structural and dialogic. This paper illustrates the emergent model at this initial stage of the research using an individual case study of a teacher. The overall aim of the research is to theorize a model that can be used to analyze and characterize teachers’ conceptions of argumentation for teaching mathematics.