Analysis of Teachers' Questioning in Supporting Mathematical Argumentation by Integrating Habermas' Rationality and Toulmin's Model [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/inn/en	Zhuang, Yuling; Conner, AnnaMarie
Titel	Analysis of Teachers' Questioning in Supporting Mathematical Argumentation by Integrating Habermas' Rationality and Toulmin's Model [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Questioning Techniques; Persuasive Discourse; Secondary School Teachers; Student Teaching; Student Teachers; Intention; Mathematical Logic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Persuasion; Persuasive Kommunikation; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematical logics; Mathematische Logik
Abstract	Teachers' questioning is a pivotal contributing factor to support students' engagement in productive mathematical collective argumentation. Following Habermas' (1998) construct of rational behavior, we attempted to demonstrate how teachers' questioning can be framed based on this construct. Adapting Habermas' construct with Toulmin's (1958/2003) model for argumentation, we conducted a case study to analyze how a prospective secondary teacher used questions to support collective argumentation in one of her student teaching classrooms. We also explored how the prospective teacher's interpretations of argumentation related to her use of rational questioning. The results suggested that this theoretical integration can be a useful tool to frame teacher questioning based on teachers' intentions and organizations of argumentation. Some educational implications for teacher professional development are provided. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01