ANALYSIS OF TEACHERS' QUESTIONING IN SUPPORTING MATHEMATICAL ARGUMENTATION BY INTEGRATING HABERMAS' RATIONALITY AND TOULMIN'S MODEL.

Teachers' questioning is a pivotal contributing factor to support students' engagement in productive mathematical collective argumentation. Following Habermas'(1998) construct of rational behavior, we attempted to demonstrate how teachers' questioning can be framed based on this construct. Adapting Habermas' construct with Toulmin's (1958/2003) model for argumentation, we conducted a case study to analyze how a prospective secondary teacher used questions to support collective argumentation in one of her student teaching classrooms. We also explored how the prospective teacher's interpretations of argumentation related to her use of rational questioning. The results suggested that this theoretical integration can be a useful tool to frame teacher questioning based on teachers' intentions and organizations of argumentation. Some educational implications for teacher professional development are provided. [ABSTRACT FROM AUTHOR]