Enhancing Teacher Educators' Professional Vision for Argumentation-Oriented, Discussion-Based Pedagogy in Mathematics

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Section 1C Mathematics Roundtable Three (Table 9)

Abstract

The ability to engage in mathematical reasoning and problem-solving plays a fundamental role in learners’ success. Research suggests the use of pedagogical practices such as argumentation-oriented mathematics discussions, but educators often struggle to enact such practices. In this study, we examined data from the implementation of Quality Talk, an educator-facilitated, small-group discussion approach, in a one-semester mathematics methods course in order to examine changes in teacher educators’ (TEs') professional vision. Analysis of TEs’ efficacy and knowledge of QT as well as small-group mathematics discussions indicated that TEs’ prior experience with discourse pedagogy impacted their facilitation of QT discussions and subsequent changes in professional vision over the course of the semester, as well as preservice teachers’ use of argumentation.

Authors

• P. Karen Murphy, Pennsylvania State University
  Non-Presenting Author

• Gwendolyn Lloyd, Pennsylvania State University
  Non-Presenting Author

• Rachel Miriam Vriend Croninger, Pennsylvania State University
  Presenting Author

• Sara Elizabeth Baszczewski, Pennsylvania State University
  Presenting Author

• Amy Voss Farris, Pennsylvania State University
  Non-Presenting Author

• Rachel Wolkenhauer, Pennsylvania State University
  Non-Presenting Author

• Cory Tondreau, Pennsylvania State University
  Non-Presenting Author