A model for investigating and developing mathematics teachers' noticing of argumentation

Research output: Contribution to journalArticlepeer-review

Abstract

Drawing upon the imperative to foster argumentation within the mathematics classroom, this paper integrates two key areas of mathematics education research – argumentation and teachers' noticing. It proposes a model of mathematics teachers' noticing of argumentation that was designed and piloted in professional development courses for teachers in Israel dedicated to argumentation in mathematics teaching. The paper discusses the theoretical and empirical construction of the model and presents empirical evidence regarding the model's potential to foster and analyze teachers' noticing of argumentation. The paper concludes with a discussion of the model's contributions and limitations.

Original languageAmerican English
Article number104683
JournalTeaching and Teacher Education
Volume148
DOIs
StatePublished - Oct 2024

Keywords

  • Argumentation
  • Mathematics teachers' noticing of argumentation
  • Teachers' noticing

All Science Journal Classification (ASJC) codes

  • Education

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