Abstract
This study examines changes in teachers' envisioning of potential classroom argumentation situations through experiencing a cycle of: (1) analyzing various tasks' affordances for argumentation, (2) collaboratively analyzing examples of (other) teachers' analyses of those tasks' potential for argumentation, (3) refining initial analyses, and (4) reflection. Analysis of teachers' initial and refined responses revealed changes in the variety of dimensions of argumentation envisioned (e.g., mathematical, social, cognitive) and in the number of teachers categorized in each dimension. The paper provides evidence of the potential of collaborative analysis of authentic teacher responses for teachers' learning of key aspects of argumentation practice.
| Original language | American English |
|---|---|
| Pages (from-to) | 190-203 |
| Number of pages | 14 |
| Journal | Teaching and Teacher Education |
| Volume | 85 |
| DOIs | |
| State | Published - Oct 2019 |
Keywords
- Argumentation
- Teacher learning
- Teacher sample responses
- Teachers' envisioning of argumentation
All Science Journal Classification (ASJC) codes
- Education