@inproceedings{1f17e32fd7c9473cab713d5aef04a379,
title = "EXPLORING TEACHERS{\textquoteright} ENVISIONING OF CLASSROOM ARGUMENTATION",
abstract = " This study explores how secondary mathematics teachers envision potential argumentation situations in the classroom. The data were collected by means of individual semi-structured interviews conducted with 31 secondary mathematics teachers. The participants were asked to express their views on argumentation for teaching mathematics, provide examples of argumentation as manifested in their own teaching, and formulate a script for the hypothetical implementation of a mathematical task in the classroom with the goal of engaging students in argumentative activity. Analysis of the teachers' responses yielded categories related to: (1) task characteristics, (2) teaching strategies, and (3) students{\textquoteright} characteristics. From a cross-analysis of the teachers' statements, certain categories appeared more frequently than others. The findings are interpreted in light of theory and practice.",
author = "Michal Ayalon and Samaher Nama",
note = "Publisher Copyright: {\textcopyright} 2021, Psychology of Mathematics Education (PME). All rights reserved.; 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 ; Conference date: 19-07-2021 Through 22-07-2021",
year = "2021",
language = "American English",
isbn = "9786169383017",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
pages = "33--40",
editor = "Maitree Inprasitha and Narumon Changsri and Nisakorn Boonsena",
booktitle = "Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021",
}