Supporting Teachers in Mathematical Argumentation: What Should Professional Developers Know?

• In Event: Hilton Roundtable Session 20
  In Roundtable Session: Strategies and Tools for Supporting the Teaching and Learning of Mathematics

Abstract

This study seeks to advance understanding of how to support teacher learning related to mathematical argumentation. We operate on the premise that we (professional developers, math educators, etc.) must start where teachers are, and build upon their current knowledge and practice. In this study, we examined teachers’ evaluations, and corresponding rationales, of students’ written mathematical arguments both before and after a professional development experience. Our analysis related to teachers’ work sample evaluations offers insights into teachers’ conceptions of mathematical argumentation in K-12 settings. Additionally, our analysis of changes over time provides useful information regarding teacher learning and how to support teachers to implement the standards of mathematical practice, specifically MP3.

Authors

• Megan E. Staples, University of Connecticut

• Jillian M Cavanna, University of Connecticut - Storrs