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...

Full description

Saved in:

Bibliographic Details
Published in:	Journal of mathematics teacher education Vol. 28; no. 1; pp. 211 - 237
Main Author:	Francisco, John M.
Format:	Journal Article
Language:	English
Published:	Dordrecht Springer Netherlands 01.02.2025 Springer Nature B.V
Subjects:	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
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Be the first to leave a comment!