Enhancing Dialogic Argumentation in Mathematics and Science
Lehesvuori, S., Hähkiöniemi, M., Jokiranta, K., Nieminen, P., Hiltunen, J., & Viiri, J. (2017). Enhancing Dialogic Argumentation in Mathematics and Science. Studia Paedagogica, 22(4), 55-76. https://doi.org/10.5817/SP2017-4-4
Published inStudia Paedagogica
DisciplineKoulutuksen tutkimuslaitosMatematiikka ja luonnontieteetFinnish Institute for Educational ResearchMatematiikka ja luonnontieteet
© the Authors & Studia Paedagogica, 2017. This is an open access article published by Filozofická fakulta in Masarykova univerzita.
This paper reports on a teacher professional development (PD) programme addressing dialogic argumentation in mathematics and science classrooms. While argumentation skills are becoming more and more important in an increasingly polarised society, the social aspect of argumentation is often neglected in secondary education. Moreover, it is agreed that genuine argumentation requires time and space in classroom dialogue. There have been calls for research delving into how teachers could be familiarised with dialogic argumentation so that they could foster such dialogue in students. The described PD programme features versatile and continuous cooperation between scholars and participating teachers. The scholars are offering educational science’s latest knowledge to schools while the teachers are ensuring that it is implemented in a successful and sensible manner. Monthly recorded lessons related to the programme take place in three phases: pre-active (planning), interactive (teaching), and post-active (evaluating and reflecting). Six teachers, teaching both mathematics and physics at lower-secondary schools, are involved in the two-year programme. In addition to discussing our PD programme, we present preliminary results on the initial status of all six teachers and the development of two case teachers. Analysis of lesson videos and teacher reflections has revealed varying starting points for teachers’ PD and dialogic argumentation, especially when it comes to teacher awareness. The implications for pre- and in-service teacher education are also discussed. ...
PublisherMasarykova univerzita, Filozofická fakulta
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Argumentation in the Context of High School Mathematics : Examining Dialogic Aspects of Argumentation Hähkiöniemi, Markus (Springer, 2022)In this chapter, I examine argumentation from the perspective of dialogic argumentation that highlights students’ engagement with each other’s ideas in the process of making mathematical claims and providing evidence to ...
Hähkiöniemi, Markus; Hiltunen, Jenna; Jokiranta, Kaisa; Kilpelä, Jonathan; Lehesvuori, Sami; Nieminen, Pasi (Elsevier, 2022)In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic ...
Hiltunen, Jenna; Hähkiöniemi, Markus; Jokiranta, Kaisa; Lehesvuori, Sami; Nieminen, Pasi; Viiri, Jouni (Finnish Mathematics and Science Education Research Association (FMSERA), 2017)Previous studies have reported difficulties in analysing students’ argumentation. Especially the warrant, which connects data with claims, is found to be problematic to recognise. Weexamine how specific criteria for ...
Hähkiöniemi, Markus; Lehesvuori, Sami; Nieminen, Pasi; Hiltunen, Jenna; Jokiranta, Kaisa (Masarykova univerzita, 2019)Three dimensions of dialogicity are emphasised in the literature: dialogic teacher talk, students' dialogic moves and organising for dialogic teaching. In this article, we examine these dimensions and the interplay between ...
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme Vasalampi, Kati; Metsäpelto, Riitta-Leena; Salminen, Jenni; Lerkkanen, Marja-Kristiina; Mäensivu, Marja; Poikkeus, Anna-Maija (Elsevier BV, 2021)This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic ...