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ERIC Number: ED441677
Record Type: Non-Journal
Publication Date: 1999-Apr-21
Pages: 40
Abstractor: N/A
Reference Count: N/A
Accountable Argumentation as a Participant Structure To Support Learning through Disagreement.
Horn, Ilana Seidel
Recent emphasis on discourse in mathematics classrooms has spurred a line of inquiry about different forms of talk in these settings. If mathematical thinking is understood to be a set of practices that includes mathematical discourse, argumentation, which has an especially important role in mathematics, requires analytic attention. In particular, the following questions arise: How can classroom discourse be organized to support mathematical disagreements that (a) are intellectually productive, and (b) minimize social discomfort? This paper investigates the interactional organization of public disagreements in Deborah Ball's third grade classroom by describing a participant structure called accountable argumentation. The norms, expectations, interactional roles, and use of history employed during accountable argumentation are explicated and then applied to the analysis of two public peer disagreement episodes that take place during the same whole-class discussion. These two episodes illustrate the ways in which accountable argumentation supports mathematical learning through disagreement, while mitigating the potentially uncomfortable feelings typically expected in such interactions. (Contains 35 references.) (Author/ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A