When Dissent and Debate Risk Fracturing Mathematics Learning Communities
T Sengupta-Irving - 2020 - repository.isls.org
2020•repository.isls.org
As US mathematics education focuses on argumentation, reasoning, and critique in
learning, this analysis explores children's experiences of mathematical debates. The data
draw from a teaching experiment contrasting student-driven (n= 25) and teacher-guided
inquiry (n= 27) with primary school students. In groups, children evaluated data comparing
two online search engines to argue which one was “best”. In interviews, teacher-guided
inquiry groups reported greater discord (personal attack) than student-driven inquiry …
learning, this analysis explores children's experiences of mathematical debates. The data
draw from a teaching experiment contrasting student-driven (n= 25) and teacher-guided
inquiry (n= 27) with primary school students. In groups, children evaluated data comparing
two online search engines to argue which one was “best”. In interviews, teacher-guided
inquiry groups reported greater discord (personal attack) than student-driven inquiry …
As U.S. mathematics education focuses on argumentation, reasoning, and critique in learning, this analysis explores children’s experiences of mathematical debates. The data draw from a teaching experiment contrasting student-driven (n=25) and teacher-guided inquiry (n=27) with primary school students. In groups, children evaluated data comparing two online search engines to argue which one was “best”. In interviews, teacher-guided inquiry groups reported greater discord (personal attack) than student-driven inquiry. Further, teacher-guided inquiry groups were largely unable to recollect the mathematical arguments under debate while their student-driven counterparts could do so with specificity. These outcomes, alongside classroom video analyses of representative debates, demonstrate that when dissent devolves into discord, the value of debate for disciplinary learning can erode. Although debate is often associated with civics or science education, this analysis argues the importance of debate as a site for understanding the disciplinary and relational dimensions of children’s experiences of mathematical learning.
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