Teacher Support for Argumentation: An Examination of Beliefs and Practice

Autor/inn/en	Conner, AnnaMarie; Singletary, Laura Marie
Titel	Teacher Support for Argumentation: An Examination of Beliefs and Practice
Quelle	In: Journal for Research in Mathematics Education, 52 (2021) 2, S.213-247 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Persuasive Discourse; Mathematical Logic; Mathematics Education; Teacher Role; Role Perception; Beliefs; Student Teaching; Undergraduate Students; Rural Schools; High Schools; Correlation; Validity + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Mathematical logics; Mathematische Logik; Mathematische Bildung; Lehrerrolle; Role conception; Rollenverständnis; Belief; Glaube; Teaching practice; Unterrichtspraxis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; Oberschule; Korrelation; Gültigkeit
Abstract	Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers' support for collective argumentation have been observed and documented, and the importance of the teacher's role in supporting collective argumentation is well established. This article seeks to explain differences in teachers' support for argumentation by examining two student teachers' beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers' beliefs and actions as sensible systems, we found that teachers' beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01