Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program

Studies show that supporting argumentation in mathematics classrooms is challenging for teachers. This study reports on the experience of seven elementary and middle-school mathematics teachers in an afterschool classroom-based program where they had the opportunity to facilitate research sessions o...

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Vydané v:Journal of mathematics teacher education Ročník 28; číslo 1; s. 211 - 237
Hlavný autor: Francisco, John M.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Dordrecht Springer Netherlands 01.02.2025
Springer Nature B.V
Predmet:
Academic Standards
Classroom Communication
Classrooms
Cooperative Learning
Education
Educational Researchers
Elementary Education
Elementary School Mathematics
Elementary Schools
Learner Engagement
Learning
Mathematics Education
Mathematics Instruction
Mathematics teachers
Pedagogical Content Knowledge
Philosophy of Education
Problem Solving
State Standards
Students
Teacher Characteristics
Teacher Role
Teachers
Teaching
Teaching and Teacher Education
Validity
Mathematical arguments
Teacher support for argumentation
Argumentation
Mathematical knowledge in teaching
ISSN:1386-4416, 1573-1820
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Shrnutí:Studies show that supporting argumentation in mathematics classrooms is challenging for teachers. This study reports on the experience of seven elementary and middle-school mathematics teachers in an afterschool classroom-based program where they had the opportunity to facilitate research sessions on students’ development of mathematical ideas and different types of reasoning and justification. The study examines the teachers’ support of argumentation as students work collaboratively on challenging mathematical tasks. The results describe pedagogical strategies teachers can use to support students’ development of valid mathematical arguments and types of mathematical knowledge for teaching (MKT) that influence teachers’ supporting efforts.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1386-4416
1573-1820
DOI:10.1007/s10857-024-09651-5