Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6691
Title: | When Dissent and Debate Risk Fracturing Mathematics Learning Communities |
Authors: | Sengupta-Irving, Tesha |
Keywords: | Learning and Identity |
Issue Date: | Jun-2020 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Sengupta-Irving, T. (2020). When Dissent and Debate Risk Fracturing Mathematics Learning Communities. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 545-548). Nashville, Tennessee: International Society of the Learning Sciences. |
Abstract: | As U.S. mathematics education focuses on argumentation, reasoning, and critique in learning, this analysis explores children’s experiences of mathematical debates. The data draw from a teaching experiment contrasting student-driven (n=25) and teacher-guided inquiry (n=27) with primary school students. In groups, children evaluated data comparing two online search engines to argue which one was “best”. In interviews, teacher-guided inquiry groups reported greater discord (personal attack) than student-driven inquiry. Further, teacher-guided inquiry groups were largely unable to recollect the mathematical arguments under debate while their student-driven counterparts could do so with specificity. These outcomes, alongside classroom video analyses of representative debates, demonstrate that when dissent devolves into discord, the value of debate for disciplinary learning can erode. Although debate is often associated with civics or science education, this analysis argues the importance of debate as a site for understanding the disciplinary and relational dimensions of children’s experiences of mathematical learning. |
URI: | https://doi.dx.org/10.22318/icls2020.545 https://repository.isls.org//handle/1/6691 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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545-548.pdf | 255.81 kB | Adobe PDF | View/Open |
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