23. - 27.11.2026
Nicole Megel (form. Schindler)
Argumentation and Participation in the Context of Neo-Socratic Dialogues with Mathematical Topics in Primary Education
This dissertation study explores mathematical argumentation by primary school students within Neo-Socratic dialogues. It investigates how students argue and participate in collective reasoning within this format. The study is situated at the intersection of mathematics education and primary pedagogy and employs a reconstructive research approach.
Data were collected in a 3rd and 5th grade class through Neo-Socratic dialogues focused on mathematics. The analysis combines aspects of interaction, argumentation, and participation. Initial insights suggest that the patterns of argumentation differ from those typically found in regular mathematics lessons, with the blackboard potentially playing a special role in structuring the dialogue.
The project develops theories on argumentation practices at the interface between subject content and classroom organization. Its aim is to redefine teaching quality and to develop didactic recommendations for fostering students’ mathematical argumentation skills.
since 2025: Research Associate in the DFG Graduate School “Subject-Specific Learning and Interaction in Elementary School” (INTERFACH); Teaching Assignment in Mathematics and Media Didactics
2022 – 2025: Research Associate in Mathematics and Media Didactics
2021 – 2022: Parental leave
2019 – 2021: Research Associate in Mathematics and Media Didactics
2019: First State Examination for Primary School Teaching (Mathematics, German, Ethics)
2015: B.A. in Speech Science
2009 – 2012: Employment as Speech Therapist
2009: State-certified Speech Therapist
2006: General higher education entrance qualification (Abitur)
Schindler, N., Bräuning, K., Pfeiffer, G. (2020). Differenzierte Einschätzung von GMGM-Dokumenten mithilfe eines theoretischen Analysekonstrukts. In H.-S. Siller, W. Weigel & J. F. Wörler (Hrsg.), Beiträge zum Mathematikunterricht 2020 (S. 809-812). Münster: WTM-Verlag.
Megel, N. (2023). Rezension von: Grüning, M. / Martschinke, S. / Häbig, J. / Ertl, S.: Mitbestimmung von Kindern, Grundlagen für Unterricht, Schule und Hochschule. Weinheim: Beltz Juventa 2022. In: EWR 22 (2023), Nr. 4 (Veröffentlicht am 20.10.2023). http://www.klinkhardt.de/ewr/978377996558.html
Megel, N. (2023). Argumentation and participation in the context of (neo-)Socratic conversations with mathematical content in primary schools [Poster]. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi & E. Kónya (Eds.). (2023). Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics and ERME.
Megel, N., Neujahr, M., & Bartusch, S. (2024). Nur eine Falte: Von der Ebene in den Raum. In T. Fritzlar (Hrsg.), Praxis Grundschule – Ausgabe 3/2024 (Mai). Westermann.
Megel, N. (2025). Argumentation und Partizipation im Kontext von mathematischen Neo-Sokratischen Gesprächen mit Primarschülerinnen* [Poster]. In (Hrsg. noch nicht bekannt), Beiträge zum Mathematikunterricht 2025 (1466). Münster: WTM-Verlag.
In press:
Brieger, J., Wehlmann, F. & Megel, N. (2026). Fachlichkeit im Unterricht: Mikroanalytische Rekonstruktion
von Entfachlichungsprozessen in mathematisch-philosophischen Gesprächen [Themenheft: Fachlichkeit im
Unterricht (in press)]. Empirische Pädagogik, (4)
Submitted:
Megel, N. & Brieger, J. (2027). „Some people think infinity is just a one with infinitely many zeros“: Talking
about infinity to enrich students’ conceptions of natural numbers, In Proceedings of the 15th Congress of the
European Society for Research in Mathematics Education (CERME15), Comenius University Bratislava