Creating a Context for Argument in Mathematics Class

Evidence shows that class discussion is important in students' development of mathematical conceptions. Theoretically, the process of contradiction and resolution is central to the transformation of thought. This article is a report of an 18-month investigation of a teacher's actions durin...

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Bibliographic Details
Published in:Journal for research in mathematics education 1999-03, Vol.30 (2), p.171-191
Main Author: Wood, Terry
Format: Article
Language:English
Subjects:
Arithmetic
Children
Class discussion
Classroom Communication
Classroom Research
Classroom Techniques
Cognitive Development
Grade 2
Interaction
Knowledge Base for Teaching
Learning
Learning Theories
Mathematical knowledge
Mathematics Education
Mathematics Instruction
Mathematics teachers
Primary Education
Reasoning
School year
Social Influences
Social interaction
Teacher Characteristics
Teachers
Teaching Methods
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Summary:Evidence shows that class discussion is important in students' development of mathematical conceptions. Theoretically, the process of contradiction and resolution is central to the transformation of thought. This article is a report of an 18-month investigation of a teacher's actions during class discussions in a 2nd-grade classroom in which students' disagreement was resolved by argumentation. Although the teacher valued children's reports of their reasoning, the context of argument in discussion was characterized by the high priority she afforded their roles as critical listeners. Her sensitivity in communicating her expectations for students' participation was evident during both discussion and disagreement. Moreover, the teacher participated with the students to create patterns of interaction and discourse that enabled children to shift their cognitive attention from making social sense to making sense of their mathematical experiences.
ISSN:0021-8251
1945-2306
DOI:10.2307/749609