Challenges and Benefits of Using Toulmin's Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions

Autor/inn/en	Groth, Randall E.; Follmer, D. Jake
Titel	Challenges and Benefits of Using Toulmin's Argumentation Model to Assess Mathematics Lesson Study Debriefing Sessions
Quelle	In: Investigations in Mathematics Learning, 13 (2021) 4, S.338-353 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Groth, Randall E.) ORCID (Follmer, D. Jake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2021.1989188
Schlagwörter	Models; Mathematics Instruction; Lesson Plans; Persuasive Discourse; Instructional Improvement; Teacher Attitudes; Comparative Analysis; Teaching Methods; Guidelines; Preservice Teachers; Courses; Asynchronous Communication; Teacher Student Relationship; Middle School Teachers; Mathematics Teachers; Middle School Students; Videoconferencing; Algebra; Online Courses; COVID-19; Pandemics; Teacher Collaboration; Preservice Teacher Education; Faculty Development + Suchen Sie Ihr Suchwort? Analogiemodell; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Persuasion; Persuasive Kommunikation; Unterrichtsqualität; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Kursangebot; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Student; Students; Schüler; Schülerin; Online course; Online-Kurs; Lehrerkooperation; Lehramtsstudiengang; Lehrerausbildung
Abstract	As lesson study becomes more prevalent, there is a need to continuously develop theoretical and methodological infrastructure to support and refine its use. In this article, we present a critical methodological analysis of the challenges and benefits of using Toulmin's argumentation model in mathematics education to assess the debriefing phase of lesson study. During debriefing sessions, teachers offer arguments about how to improve teaching that are grounded in observations of students' learning. Toulmin's model provides a means to analyze the structure of such arguments. Using an empirical example, we illustrate challenges of using the model, such as determining appropriate grain sizes for data and claims, evaluating qualifiers, recognizing multiple categories of backing, identifying implicit warrants, and deciding between the individual or the group as a unit of analysis. We also discuss benefits such as being able to systematically compare mathematics teachers' pedagogical arguments against one another, assess attainment of debriefing session goals, and characterize group discursive dynamics. Despite the challenges of using the Toulmin model, we conclude that it provides a useful framework for systematic analysis of lesson study debriefing sessions. The present article can help researchers anticipate and address challenges of conducting Toulmin-based qualitative analyses of debriefing session discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01