Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

Katie Makar,Dani Ben-Zvi,Arthur Bakker

doi:10.1007/s11858-015-0732-1

Abstract

Developing argumentation-based inquiry practices requires teachers and students to be explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of argumentation-based inquiry norms and practices in a mathematics classroom? A primary classroom (aged 9–10) was videotaped during the school year to address this question. Using key features of scaffolding (diagnosis, responsiveness, handover to independence) we analysed strategies the teacher used to establish the required norms and practices. Interviewed reflections from the teacher provided further insights into her intentions and adaptive responses to students’ emerging practices. The analysis showed how the teacher constantly diagnosed the classroom norms and responsively used strategies that changed as norms emerged, developed and stabilised. After nine months, there was evidence of argumentation-based inquiry norms practiced by students, independent of the teacher’s presence.

Highlights

Introduction and backgroundIn contrast to traditional mathematics classrooms that focus on reproduction of procedures, inquiry-based classroomsSiegel and Borasi (1994) argue that inquiry classrooms in mathematics embrace the complexity of knowledge creation, managing doubt, ambiguity, anomalies and contradiction as a part of that process
We focus on the following research question: How can a teacher scaffold students’ development of argumentation-based inquiry norms and practices in a mathematics classroom?
We start with a classroom episode in which students were functioning well in their developing argumentation-based inquiry practices, independently from the teacher

Summary

Introduction

Introduction and backgroundIn contrast to traditional mathematics classrooms that focus on reproduction of procedures, inquiry-based classroomsSiegel and Borasi (1994) argue that inquiry classrooms in mathematics embrace the complexity of knowledge creation, managing doubt, ambiguity, anomalies and contradiction as a part of that process. Students are expected to recognise that their solution is contingent on the decisions they make, and the context and values that frame the problem. They see knowledge as collaboratively developed with social interactions supporting the process of knowledge creation and diversity as valued. In inquiry classrooms students are expected to share the responsibility of learning, take risks, listen to and negotiate with peers and reflect on learning. This requires intellectual risk, trust and socialisation of practices that enable them to contribute to knowledge creation. Like much of the research on mathematical inquiry, Siegel and Borasi’s list is aspirational, but offers little detail on how these practices develop or are supported

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