The main aim of this paper is to propose a critical view of the application of Toulmin's model of argument to mathematics education, focusing on aspects that have strong teaching implications. It is claimed that Toulmin's description of arguments in mathematics, in particular as regards the relations between form and meaning, is misleading and out…

Many studies have examined the effect of argumentation-based instruction methods on student achievement in the literature. However, there was no mixed-research synthesis study providing a holistic overview of quantitative and qualitative research findings of primary studies. To fill this gap in the literature, the study investigated the effects of…

Communicating in dialogic space in our classrooms prepares us to participate in a democratic, inclusive, and civil society. Dialogic space is that elusive shared space of possibilities that exists among participants as we commit to engaging in ways that new knowledge can be created, presented, questioned, and developed as interpretations of our…

Given the importance of teaching and learning argumentation, across disciplines for participation in academic and civil discourse, this article examines how dialogic space is created and sustained in classrooms where argument is taught and learned and, when it is created, what affordances it brings to learning argumentation. Dialogic space is a…

The aim of this study is to provide a current synthesis of Online Inquiry-Based Learning (OIBL) systems that use argumentation as a pedagogy. Data were collected from three databases: Scopus, Web of Science, and ERIC. The present review synthesized the findings of 73 studies from 2010 to June 2023. A qualitative content analysis was conducted to…

To remain competitive in an innovative world, American classrooms are promoting careers in science, technology, engineering, and mathematics (STEM) by utilizing the Next Generation Science Standards (NGSS). Students are engaged in inquiry by applying scientific practices like argumentation. However, science teachers are finding it difficult to…

Argumentation-based classroom interventions are a growing alternative for stimulating conceptual learning, thinking, and communicative skills. However, not all classroom argumentation is desired, nor does every argumentation design lead students to develop their abilities and understanding. In the educational literature, productive argumentation…

Despite broad consensus on the value of classroom dialog for promoting scientific argumentation, tensions have emerged in the literature regarding the degree to which teachers should guide the dialogic process (dialogic stance). We use the lens of responsive teaching to examine how one teacher adjusts his instruction to foster dialog in three…

This article explores the relationship between argumentation theory and dialogic pedagogy. Arguments made in everyday discourse tend to be enthymematic, i.e., containing implicit premises. Thus, dialogue is often necessary to uncover hidden assumptions. Furthermore, evaluating logical arguments involves dialectical and dialogic processes. We…

The importance of developing students' argumentation skills is well established across the curriculum: students should grasp how claims are made and supported in different disciplines. One challenge is to follow and thereby agree with or critique the arguments of others, which requires perspective-taking, in tracing these other reasons and…

The debate about the ethics of belief is a classic and it has given rise to wide-ranging debates in epistemology, the philosophy of language, the philosophy of mind, as well as in ethics. In epistemology, the question is what the norms of belief are -- should one believe what is true, what is well-evidenced, what is pragmatic or what? -- and this…

As preservice teachers navigate the emotional and physical stress that teaching demands, they face new pressures ranging from curriculum disputes to a revolving door of political and social policies that attempt to redefine social studies. As such, social studies educators and methods instructors have struggled to develop a common language and set…

Understanding by Design (UbD) is a well-known curricular methodology aiming at leading students to develop a deep understanding of the arguments proposed by teachers. Through a path including stimulating questions, student motivation, deepening of the argument, reflection, design and assessment of authentic performances, the students develop a…

Despite the growing attention on the use of online scaffolding to enhance argumentation skills, there has not been a comprehensive review conducted in this specific area. There is a lack of understanding of both the current state of online scaffolding for acquiring argumentation skills and the specific research gaps that exist. This article…

The paper reports how a teacher and her students use drawings as a resource for observations and how such observations are connected to different epistemic practices in science lessons. Interactional data in a 1st grade classroom were analyzed based on Ethnography in Education. Results show that the use of drawings materialized children's…