@inproceedings{bf2e3042512a4fb9aab332c6310ee7aa,
title = "Emergent model for teachers' conceptions of argumentation for mathematics teaching",
abstract = "In recent years, there has been a growing appreciation of the importance of incorporating argumentation into the mathematics classroom. Whereas considerable research has been done on argumentation, little has specifically focused on teachers{\textquoteright} conceptions. This paper presents an exploratory study as part of ongoing research into teachers{\textquoteright} conceptions of argumentation for teaching mathematics. Drawing on the literature on argumentation and empirical data, we propose an emergent model, presented as a 5-by-2 construct featuring five types of conceptions across two dimensions: structural and dialogic. This paper illustrates the emergent model at this initial stage of the research using an individual case study of a teacher. The overall aim of the research is to theorize a model that can be used to analyze and characterize teachers{\textquoteright} conceptions of argumentation for teaching mathematics.",
keywords = "argumentation, mathematics teaching, teachers' conceptions",
author = "Michal Ayalon and Samaher Naama",
year = "2019",
month = feb,
day = "1",
language = "الإنجليزيّة",
volume = "TWG20",
series = "Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)",
publisher = "Freudenthal Group",
pages = "1--8",
editor = "Jankvist, {Uffe Thomas} and Heuvel-Panhuizen, {Marja van den} and Michiel Veldhuis",
booktitle = "Eleventh Congress of the European Society for Research in Mathematics Education",
}