@inproceedings{0c1820c06c5a486b9d81baf177e55d7a,
title = "EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION",
abstract = "This study examined changes in secondary mathematics teachers' noticing of argumentation through experiencing a peer assessment cycle. Sixty-one teachers participated in the cycle comprised of (a) analyzing a written argumentative classroom situation (ACS) by using a report format, (b) collaboratively assessing peers' ACS reports using an ACS rubric format, (c) providing feedback to peers, (d) receiving feedback from peers, (e) individually refining the initial ACS reports, and (f) reflecting on their experience. Analysis of teachers' initial and refined ACS reports revealed changes in teachers{\textquoteright} noticing of various dimensions associated with argumentation. The study provides evidence of the potential of the peer assessment process for teachers' learning to notice key aspects of argumentation.",
author = "Samaher Nama and Michal Ayalon",
note = "Publisher Copyright: {\textcopyright} 2022, Psychology of Mathematics Education (PME). All rights reserved.; 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 ; Conference date: 18-07-2022 Through 23-07-2022",
year = "2022",
language = "American English",
isbn = "9788413021775",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
pages = "227--234",
editor = "Ceneida Fern{\'a}ndez and Salvador Llinares and {\'A}ngel Guti{\'e}rrez and N{\'u}ria Planas",
booktitle = "Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022",
}