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

Makar, Katie, Bakkar, Arthur and Ben-Zvi, Dani (2015) Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM, 47 7: 1107-1120. doi:10.1007/s11858-015-0732-1

Author Makar, Katie
Bakkar, Arthur
Ben-Zvi, Dani
Title Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom
Journal name ZDM   Check publisher's open access policy
ISSN 1863-9690
Publication date 2015-11
Year available 2015
Sub-type Article (original research)
DOI 10.1007/s11858-015-0732-1
Open Access Status DOI
Volume 47
Issue 7
Start page 1107
End page 1120
Total pages 14
Place of publication Heidelberg, Germany
Publisher Springer
Collection year 2016
Language eng
Formatted 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.
Keyword Argumentation based inquiry (ABI)
Classroom culture
Classroom talk
Inquiry norms
Inquiry practices
Mathematical inquiry
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 4 times in Scopus Article | Citations
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Created: Wed, 07 Oct 2015, 10:54:57 EST by Claire Backhouse on behalf of School of Education