Learning Opportunities from Group Discussions: Warrants Become the Objects of Debate

Autor/inn/en	Weber, Keith; Maher, Carolyn; Powell, Arthur; Lee, Hollylynne Stohl
Titel	Learning Opportunities from Group Discussions: Warrants Become the Objects of Debate
Quelle	In: Educational Studies in Mathematics, 68 (2008) 3, S.247-261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-008-9114-8
Schlagwörter	Mathematics Education; Group Discussion; Mathematics Instruction; Middle School Students; Mathematical Concepts; Problem Solving; Statistics; Classroom Environment; Visual Aids; Discourse Analysis; Classroom Research; Teaching Methods; Learning Processes; Learning Strategies + Suchen Sie Ihr Suchwort? Mathematische Bildung; Gruppendiskussion; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Statistik; Klassenklima; Unterrichtsklima; Anschauungsmaterial; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants, they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion analyzed in this paper to occur. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10