Taking the Journey Less Traveled: Elementary Teachers' Perceptions of the Impact of Action Research on the Implementation of Argumentation Tasks in Their Classroom Practice

• In Event: 43.027 - Math Teachers' Learning in Action

Abstract

This study examines three elementary teachers’ perceptions of action research on their practice as they infuse mathematical argumentation tasks into their teaching. The teachers participated in a multi-month study under a practical action research model with the researchers that included their viewing a demonstration lesson for mathematical argumentation before implementing this practice themselves. Teachers met with the researchers, kept journals, did interviews, and had team meetings throughout the study. This study provides further evidence that action research can have a positive impact on teacher change, and that collaborative learning is critical for empowering teachers to take risks in their practice. This study highlights the need for more effective professional development to support teacher change by providing meaningful, research-based collaborative endeavors.

Authors

• Cathy Marks Krpan, OISE/University of Toronto

• Gurpreet Sahmbi, University of Toronto - OISE