52.045 - Argumentation Within and Beyond K–12 Classrooms

Session Type: Symposium

Abstract

Argumentation is at the core of democratic education; it is how we discuss, debate, and work to compromise. Argumentation’s prominence in K-12 content standards calls on teachers and teacher educators to deepen their understanding of its nature and purposes. This symposium presents argumentation from several perspectives, including K-12 disciplinary teaching and other contexts (i.e., teacher education, engineering, law, medicine), and discusses both the emergence of argumentation as a key practice across K-12 and its role in the professions and fostering a democratic education. Presentations will be enhanced by collaboration among presenters and participants that identify argumentation pedagogies to prepare youth to contribute to our society – as citizens and professionals – and pedagogies to prepare teachers to engage in this work.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 1: Teaching and Teacher Education in the Content Areas

Chair

• Jill Annette Newton, Purdue University

Papers

• Teachers' Contextualization of Argumentation in the Mathematics Classroom - Megan E. Staples, University of Connecticut; Jill Annette Newton, Purdue University

• IRE/F as a Cross-Curricular Collaborative Genre of Implicit Argumentation - Ann M. Lawrence, University of South Florida-Sarasota-Manatee; Sandra M. Crespo, Michigan State University

• Argumentation and Decision Making in Professional Practice - Julie Gainsburg, California State University - Northridge; John Fox; Lawrence Solan

• Argumentation in Educational Policy Debates: Competing Visions of Quality and Equity - Robert L. Lingard, University of Queensland; Sam Sellar, The University of Queensland; Dorothea M. Anagnostopoulos, The University of Connecticut

Discussant

• Dorothea M. Anagnostopoulos, The University of Connecticut