Middle School Preservice Teachers' Mathematical Argumentation on Crypto-Arithmetic Problems

• In Event: Roundtable Session 50
  In Roundtable Session: Preservice Mathematics Teachers' Knowledge and Understanding

Abstract

We report the results of a study in which we explore the effect of mathematics instruction in teacher preparation program, on pre-service teachers’ (PSTs’) reasoning and the quality of arguments they formulate about multi-digit addition situations. Drawing on Krummheur’s interpretation of Toulmins’ model of argumentation, we examine PST’s argumentation skills in the context of crypto-arithmetic problems along the four dimensions of the model (conclusion, data, warrant, and backing). We present statistical analyzes that show how PSTs’ experiences in the course enabled them to improve their mathematical argumentation. We discuss our findings in terms of our theoretical framework to better understand mathematical argumentation specifically for crypto-arithmetic problems.

Authors

• Vecihi Serbay Zambak, Marquette University

• Joshua W Richie, Marquette University

• Sunita Mehrotra, Marquette University

• Marta T. Magiera, Marquette University