Using Toulmin's Model to Develop Prospective Teachers' Conceptions of Collective Argumentation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/inn/en	Wagner, Patty Anne; Smith, Ryan C.; Conner, AnnaMarie; Francisco, Richard T.; Singletary, Laura
Titel	Using Toulmin's Model to Develop Prospective Teachers' Conceptions of Collective Argumentation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Persuasive Discourse; Models; Preservice Teachers; Preservice Teacher Education; Mathematics Teachers; Mathematical Logic; Mathematics Instruction; Cooperative Learning; Methods Courses; Classroom Communication; Questioning Techniques + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen; Methodisch-didaktische Anleitung; Klassengespräch; Befragungstechnik; Fragetechnik
Abstract	As creating and critiquing arguments becomes more of a focus in mathematics classes, teachers need to develop their abilities to facilitate productive arguments. Toulmin's (1958/2003) model of argumentation has been useful in analyzing arguments in mathematics education research, raising the question whether it would assist mathematics teachers as well. In this study, we examine how using the model affected prospective secondary teachers' development of conceptions of collective argumentation. Our findings suggest that Toulmin's model facilitated appropriate understandings of what collective argumentation looks like in the mathematics classroom and provided the prospective teachers with a lens for analyzing their observations of practice. This study suggests the use of Toulmin's model in teacher education can be a promising step in helping teachers develop their conceptions of collective argumentation. [For the complete proceedings, see ED584443.] (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	2020/1/01