Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities

By AnnaMarie Conner, Laura Singletary, Ryan C. Smith, Patty Anne Wagner, Richard T. Francisco. 2014

179 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f43b4f23bcfeceeeeb6c0ce60ee2256b7e41c784

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. AnnaMarie Conner
2. Ryan C. Smith
3. Patty Anne Wagner
4. Laura Singletary
5. Richard T. Francisco

In Education

1. AnnaMarie Conner
2. Roberta Hunter
3. Ryan C. Smith
4. Patty Anne Wagner
5. Laura Singletary
6. Richard T. Francisco
7. M. Civil

Citations in the corpus

• Participation of non-dominant students in argumentation in the mathematics classroom (2015, background): “…increased focus placed on student communication of mathematical reasoning and argumentation, as reflected in a large body of research studies (e.g. Conner et al. 2014; Hufferd-Ackles, Fuson, and Sherin 2004; Stein et al. 2008) and policy documents (e.g. in the US, NCTM 2000; NGA & CCSSO 2010; in…”
• Identifying Kinds of Reasoning in Collective Argumentation (2014, background): “Specifically, this combined perspective along with recent work in supporting argumentation (Conner et al., 2014) can shed light on how teachers help students to move from nondeductive arguments to deductive arguments.”