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...

Celý popis

Uložené v:

Podrobná bibliografia
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
On-line prístup:	Získať plný text
Tagy:	Pridať tag Žiadne tagy, Buďte prvý, kto otaguje tento záznam!

Buďte prvý, kto okomentuje tento záznam!