Exploring the Argumentation Features of Mathematics and Science Discussions Within Online Simulated Teaching Experiences

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: In-Service and Preservice Teacher Education Across Content Areas (Table 17)

Abstract

Providing opportunities for students to engage in argumentation via discussions is critical for addressing student learning goals in mathematics and science instruction. This study examined the types of argumentation features evident in small group discussions that were facilitated by elementary preservice teachers with five student avatars in an online simulated classroom. We also explored whether there were any patterns in the frequency of their use across role (preservice teachers vs. students) and within and across content areas (mathematics vs. science). Study results indicated differences in the nature of the argumentation features evident in preservice teachers’ and student avatars’ utterances in these discussions, although there was consistency in the use of argumentation features within these discussions across content areas.

Authors

• Jamie N. Mikeska, Educational Testing Service
  Presenting Author

• Jonathan Steinberg, EurekaFacts
  Non-Presenting Author

• Tricia Maxwell, Educational Testing Service
  Non-Presenting Author

• Alessia Marigo, Educational Testing Service
  Non-Presenting Author

• Duy Pham, University of Massachusetts - Amherst
  Non-Presenting Author

• Viet Lai, University of Oregon
  Non-Presenting Author

• Thien Nguyen, University of Oregon
  Non-Presenting Author