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One teacher’s analysis of her questioning in support of collective argumentation

The use of questioning is an effective strategy for orchestrating collective argumentation. However, teachers with minimal experience facilitating argumentation may conceive of effective support as providing little to no verbal input in the argumentation. In this study, we analyzed one teacher’s analysis and critique of her support for collective argumentation during her first three years of teaching. We argue that learning to analyze her support for collective argumentation enriched the teacher’s understanding of questioning. More specifically, by explicitly identifying how her questions elicited components of arguments from students, the teacher re-evaluated her questions, focusing on purpose rather than form. Implications from this study draw connections between learning to facilitate argumentation and the dilemma of telling that teachers encounter when trying to teach mathematics in ways that honor students’ thinking and sense-making.