EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION

Samaher Nama; Michal Ayalon

EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION

Samaher Nama
, Michal Ayalon

Department of Mathematics Education

University of Haifa

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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’ 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.

Original language	English
Title of host publication	Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022
Editors	Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Publisher	Psychology of Mathematics Education (PME)
Pages	227-234
Number of pages	8
ISBN (Print)	9788413021775
State	Published - 2022
Event	45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 - Alicante, Spain Duration: 18 Jul 2022 → 23 Jul 2022

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	3

Conference

Conference	45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022
Country/Territory	Spain
City	Alicante
Period	18/07/22 → 23/07/22

ASJC Scopus subject areas

Mathematics (miscellaneous)
Experimental and Cognitive Psychology
Education
Developmental and Educational Psychology

Cite this

Nama, S., & Ayalon, M. (2022). EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION. In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 (pp. 227-234). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3). Psychology of Mathematics Education (PME).

Nama, Samaher ; Ayalon, Michal. / EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. editor / Ceneida Fernández ; Salvador Llinares ; Ángel Gutiérrez ; Núria Planas. Psychology of Mathematics Education (PME), 2022. pp. 227-234 (Proceedings of the International Group for the Psychology of Mathematics Education).

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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 = "English",

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series = "Proceedings of the International Group for the Psychology of Mathematics Education",

publisher = "Psychology of Mathematics Education (PME)",

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",

address = "Germany",

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Nama, S & Ayalon, M 2022, EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION. in C Fernández, S Llinares, Á Gutiérrez & N Planas (eds), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 3, Psychology of Mathematics Education (PME), pp. 227-234, 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022, Alicante, Spain, 18/07/22.

EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION. / Nama, Samaher; Ayalon, Michal.
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. ed. / Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas. Psychology of Mathematics Education (PME), 2022. p. 227-234 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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N2 - 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’ 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.

AB - 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’ 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.

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SN - 9788413021775

T3 - Proceedings of the International Group for the Psychology of Mathematics Education

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BT - Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022

A2 - Fernández, Ceneida

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Nama S, Ayalon M. EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION. In Fernández C, Llinares S, Gutiérrez Á, Planas N, editors, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Psychology of Mathematics Education (PME). 2022. p. 227-234. (Proceedings of the International Group for the Psychology of Mathematics Education).

EXPLORING CHANGE IN SECONDARY MATHEMATICS TEACHERS' NOTICING OF ARGUMENTATION

Abstract

Publication series

Conference

ASJC Scopus subject areas

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