PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
The Instructor’s Role in Promoting Student Argumentation in an Inquiry-Oriented Classroom
Page: 1490
Four class sessions in inquiry-oriented differential equations were analyzed to understand the role of the instructor in supporting student argumentation. Three coding schemes were developed to identify arguments, characterize instructor utterances, and connect instructor talk to argumentation goals in inquiry-oriented instruction. Results show that students generated the majority of arguments tendered in the four class sessions. The instructor used questions to generate student arguments more than other types of instructional utterances (e.g., revoicing, telling). Nearly half of the instructor’s utterances were aligned with argumentation goals. More detailed examples of student-generated arguments in the class sessions are being constructed to illustrate the flow and function of different goal alignment routines to understand what it is that the instructor did during class to promote student argumentation.