A3 Book section, Chapters in research books
Argumentation in the Context of High School Mathematics : Examining Dialogic Aspects of Argumentation (2022)

Hähkiöniemi, M. (2022). Argumentation in the Context of High School Mathematics : Examining Dialogic Aspects of Argumentation. In K. N. Bieda, A. Conner, K. W. Kosko, & M. Staples (Eds.), Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof (pp. 145-158). Springer. Research in Mathematics Education. https://doi.org/10.1007/978-3-030-80008-6_13

JYU authors or editors

Publication details

All authors or editors: Hähkiöniemi, Markus

Parent publication: Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

Parent publication editors: Bieda, Kristen N.; Conner, AnnaMarie; Kosko, Karl W.; Staples, Megan

ISBN: 978-3-030-80007-9

eISBN: 978-3-030-80008-6

Journal or series: Research in Mathematics Education

ISSN: 2570-4729

eISSN: 2570-4737

Publication year: 2022

Pages range: 145-158

Number of pages in the book: 333

Publisher: Springer

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/978-3-030-80008-6_13

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/81221

Abstract

In this chapter, I examine argumentation from the perspective of dialogic argumentation that highlights students’ engagement with each other’s ideas in the process of making mathematical claims and providing evidence to support them. I analyzed the provided data for students’ dialogic and justifying moves and investigated how the teacher supported argumentation. I found that the students’ dialogic moves included elaborating and commenting on peers’ ideas. Students’ justifying moves included one case of articulating reasoning and several instances of describing support. The teacher structured argumentation by sequencing it into steps so that each step established a new piece of information. This may have restricted students’ need to articulate reasoning and to challenge or ask questions about the presented ideas. The teacher’s dialogic communicative approach seemed to support students in elaborating each other’s ideas. On the other hand, use of an authoritative approach appeared to constrain students’ possibilities to provide support for claims. Considering dialogic aspects enriches the analysis or argumentation when argumentation is understood as a process as emphasized in the definition of argumentation used in this book.

Keywords: mathematics; general upper secondary school; class discussion (educational methods); argumentation; dialogicality; teachers

Free keywords: argumentation; communicative approach; dialogic argumentation; dialogue; interaction; mathematics education; teacher support

Contributing organizations

Related projects

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2