Exploring changes in mathematics teachers' envisioning of potential argumentation situations in the classroom

Research output: Contribution to journalArticlepeer-review

Abstract

This study examines changes in teachers' envisioning of potential classroom argumentation situations through experiencing a cycle of: (1) analyzing various tasks' affordances for argumentation, (2) collaboratively analyzing examples of (other) teachers' analyses of those tasks' potential for argumentation, (3) refining initial analyses, and (4) reflection. Analysis of teachers' initial and refined responses revealed changes in the variety of dimensions of argumentation envisioned (e.g., mathematical, social, cognitive) and in the number of teachers categorized in each dimension. The paper provides evidence of the potential of collaborative analysis of authentic teacher responses for teachers' learning of key aspects of argumentation practice.

Original languageAmerican English
Pages (from-to)190-203
Number of pages14
JournalTeaching and Teacher Education
Volume85
DOIs
StatePublished - Oct 2019

Keywords

  • Argumentation
  • Teacher learning
  • Teacher sample responses
  • Teachers' envisioning of argumentation

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint

Dive into the research topics of 'Exploring changes in mathematics teachers' envisioning of potential argumentation situations in the classroom'. Together they form a unique fingerprint.

Cite this