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Article published In: Journal of Argumentation in Context
Vol. 11:3 (2022) ► pp.283–328

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From inference processes to situations of misunderstanding

A case study

 | HEP-BEJUNE
 | University of Neuchâtel
Published online: 23 February 2023
DOI logo with link
https://doi.org/10.1075/jaic.18010.koh
Abstract
In this paper, we describe inferences on a school task, which are reconstructed by the mean of two perspectives from argumentation theory: The pragma-dialectical model and Grize’s natural logic. Both analyses focus on the same item of mathematics, issued from a PISA survey, in order to discuss their specific contribution in elucidating the actual reasoning involved in both the student's answer and the evaluator’s expectations. The mismatch between these two points of view allow us to discuss the potentiality of a situation of misunderstanding.
Investigating how specific tasks in particular contexts are interpreted provides a contribution to methodological approaches treating thinking processes as situated and socially negotiated from a diversity of points of views, as for example Inhelder, B. 1962. Some Aspects of Piaget’s Genetic Approach to Cognition. Monographs of the Society for Research in Child Development, 271, 17–31. Google Scholar logo with link to Google Scholar microgenetic approach. In order to extend such analysis to interpretations of discourse, an interdisciplinary approach combining argumentation theory and socio-cognitive psychology is needed.
Here, we observed for instance that students may provide the expected answers and still interpret the question or problem differently from the task’s designers (or “teacher”). The meaning of language and other signs, such as graphs or mathematical symbols, cannot be taken for granted when several interlocutors are involved. This issue chiefly concerns argumentation theory, since it raises the question of the integration of specific contexts and points of view in the analysis of argumentation. Therefore, argumentation should be analysed also as a process, and not only as a product; For more detail on this distinction, see for instance 1996. Logique naturelle & communications. Paris: PUF. Google Scholar logo with link to Google Scholar and Kuhn & Udell (Kuhn, D., & Udell, W. 2003. The Development of Argument Skills. Child Development, 74(5), 1245–1260. Google Scholar logo with link to Google Scholar, 2007. Coordinating own and other perspectives in argument. Thinking & Reasoning, 13(2), 90–104. Google Scholar logo with link to Google Scholar).
Article outline
  • 1.Introduction
    • 1.1School tasks interpretation: Inference processes, argumentation and misunderstanding
    • 1.2A perspectivist epistemology
  • 2.Theoretical framework
    • 2.1A situated approach
    • 2.2Moments for the investigation of inference processes at school
    • 2.3Points of view
  • 3.Methodology
    • 3.1A descriptive approach in psychology
    • 3.2Data collection and selection
    • 3.3Procedure for the analyses
  • 4.The case
    • 4.1The PISA item
    • 4.2A student’s answer
  • 5.First analysis
    • 5.1Introduction to the analytical model
    • 5.2Evaluator’s point of view
    • 5.3Student’s point of view
    • 5.4Conclusion of the first analysis
  • 6.Second analysis
    • 6.1Introduction to the analytical model
    • 6.2Evaluator’s point of view
    • 6.3Student’s point of view
    • 6.4Conclusion of the second analysis
  • 7.Discussion
  • Acknowledgements
  • Notes
  • References
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