A Framework to Examine the Ways Mathematics Teachers Participate in and Support Collective Argumentation

Artigo2024

Nermin Bayindir; Ayşe Tekin Dede ORCID; Emin Aydın ORCID; Kadir Kocaman ORCID

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Dados da obra

Tipo: Artigo
Periódico: International Journal of Science and Mathematics Education, v. 23, n. 5, p. 1369-1399
Editora: Springer Nature
Ano: 2024 (2024-11-28)
Idioma: en
Palavras-chave: collective argumentation; mathematics teachers; teacher participation; triangles; high school mathematics; teaching experiment; Toulmin model; argumentation norms; teacher moderation
DOI: 10.1007/s10763-024-10522-x
ISSN: 1571-0068, 1573-1774
Acesso: Acesso restrito
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BAYINDIR, Nermin et al.. A Framework to Examine the Ways Mathematics Teachers Participate in and Support Collective Argumentation. International Journal of Science and Mathematics Education, v. 23, n. 5, p. 1369-1399, 2024. DOI: https://doi.org/10.1007/s10763-024-10522-x.

APA

Bayindir, N., Dede, A. T., Aydın, E., & Kocaman, K. (2024). A Framework to Examine the Ways Mathematics Teachers Participate in and Support Collective Argumentation. International Journal of Science and Mathematics Education, 23(5), 1369-1399. https://doi.org/10.1007/s10763-024-10522-x

BibTeX

@article{bayindir2024,
  author = {Bayindir, Nermin and Dede, Ayşe Tekin and Aydın, Emin and Kocaman, Kadir},
  title = {A Framework to Examine the Ways Mathematics Teachers Participate in and Support Collective Argumentation},
  year = {2024},
  journal = {International Journal of Science and Mathematics Education},
  volume = {23},
  number = {5},
  pages = {1369-1399},
  publisher = {Springer Nature},
  doi = {10.1007/s10763-024-10522-x},
  language = {en}
}

RIS

TY  - JOUR
AU  - Bayindir, Nermin
AU  - Dede, Ayşe Tekin
AU  - Aydın, Emin
AU  - Kocaman, Kadir
TI  - A Framework to Examine the Ways Mathematics Teachers Participate in and Support Collective Argumentation
PY  - 2024
JO  - International Journal of Science and Mathematics Education
VL  - 23
IS  - 5
SP  - 1369
EP  - 1399
DO  - 10.1007/s10763-024-10522-x
LA  - en
ER  -

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