Looking for the roots of an argument : textbook, teacher, and student influence on arguments in a traditional Czech classroom
Abstract
As part of a larger investigation looking to get a deeper insight how particular teacher beliefs influence the role of the teacher, the students, and textbook materials in arguments that take place in one classroom, this study shows specific teacher beliefs that determine the role of each of the two other factors: the students' contributions and the textbook influence. This paper presents findings observed in a case study of a teacher who holds more traditional beliefs about teaching and learning of mathematics, in a 7th grade classroom.
Namely, I present cases of conflict in preferences for particular warrant forms between: a) the teacher and the textbook authors b) the teacher's own beliefs, and c) the teacher and the students. I then interpret these in terms of the teacher's particular beliefs and show how they affect the theoretical model.