Secondary mathematics teachers' use of students' incorrect answers in supporting collective argumentation

This study illustrates how two secondary mathematics teachers used students' incorrect answers as they supported students' engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these...

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Bibliographic Details
Published inMathematical thinking and learning Vol. 26; no. 2; pp. 208 - 231
Main Authors Zhuang, Yuling, Conner, AnnaMarie
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 02.04.2024
Taylor & Francis Ltd
Subjects
collective argumentation
Errors
Incorrect answers
Mathematics education
Mathematics teachers
secondary mathematics teaching
Secondary School Mathematics
Secondary school students
Secondary School Teachers
Student participation
Teaching
toulmin's model for argumentation
Validity
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Summary:This study illustrates how two secondary mathematics teachers used students' incorrect answers as they supported students' engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these arguments are investigated. Then, by focusing on the correctness of argument components as represented by the diagrams, we developed a potential model of levels of validity in classroom-based argumentation. The model may help the field to identify fine-grained conditions of validity within episodes of collective argumentation. The findings of this study provide insight into how teachers can manage or capitalize on incorrect parts of an argument when they attempt to support classroom-based argumentation as part of a long-term teaching intervention.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:1098-6065
1532-7833
DOI:10.1080/10986065.2022.2067932