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Using Toulmin’s Model to Develop Prospective Secondary Mathematics Teachers’ Conceptions of Collective Argumentation

Patty Anne Wagner, Ryan C. Smith, AnnaMarie Conner, Laura M. Singletary, and Richard T. Francisco 

September 2014, Volume 3, Issue 1, Page 8

As creating and critiquing arguments becomes more of a focus in mathematics classes, teachers need to develop their abilities to facilitate collective arguments. Many mathematics education researchers find Toulmin’s (1958/2003) model of argumentation useful in analyzing arguments, raising the question of whether mathematics teachers would find it useful as well. The authors introduced the model to prospective secondary mathematics teachers and asked them to analyze arguments using it.

Teacher in Training / Preservice Teacher
Discourse Analysis

Mathematics Teacher Educator is co-published by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators.