@inproceedings{a98363b7f56a451fb628e13f35d43176,
title = "Teachers' attention to task's potential for encouraging classroom argumentative activity",
abstract = "This study investigated secondary school mathematics teachers{\textquoteright} attention to task{\textquoteright}s potential for argumentative activity in the classroom. Analysis of the teachers{\textquoteright} choices of tasks and their explanations revealed categories that fall into two dimensions: (1) Attention to the mathematics in which the argumentative activity is embedded, focusing on three aspects: the mathematics inherent in the task; the mathematics related to the teaching sequence that the task is a part of; and meta-level principles of mathematics. (2) Attention to socio-cultural aspects related to the argumentative activity. Four attention-profiles of teachers were identified: Teachers who attended to both dimensions; teachers who were attentive only to the mathematics aspects inherent in the task; teachers who were attentive only to the socio-cultural dimension; and teachers who were attentive to neither of these dimensions.",
author = "Michal Ayalon and Rina Hershkowitz",
year = "2015",
month = feb,
language = "الإنجليزيّة",
isbn = "9788072908448",
series = "Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education",
pages = "2982--2988",
booktitle = "Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9)",
note = "Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9) ; Conference date: 01-01-2015",
}