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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-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Hähkiöniemi, Markus

Emojulkaisu: Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

Emojulkaisun toimittajat: Bieda, Kristen N.; Conner, AnnaMarie; Kosko, Karl W.; Staples, Megan

ISBN: 978-3-030-80007-9

eISBN: 978-3-030-80008-6

Lehti tai sarja: Research in Mathematics Education

ISSN: 2570-4729

eISSN: 2570-4737

Julkaisuvuosi: 2022

Artikkelin sivunumerot: 145-158

Kirjan kokonaissivumäärä: 333

Kustantaja: Springer

Kustannuspaikka: Cham

Julkaisumaa: Sveitsi

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/81221

Tiivistelmä

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.

YSO-asiasanat: matematiikka; lukio; opetuskeskustelu; argumentointi; dialogisuus; opettajat

Vapaat asiasanat: argumentation; communicative approach; dialogic argumentation; dialogue; interaction; mathematics education; teacher support

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2022

Alustava JUFO-taso: 2