Preservice Secondary Mathematics and Science Teachers’ Argumentation Learning After Two Online Simulated Approximations of Practice

• In Event: Bringing All Variables Together: Mathematics and Teacher Preparation

Abstract

This manuscript reports on outcomes from a study exploring the implementation of a scaffolded set of supports for secondary-level pre-service teachers (PSTs) in mathematics and science methods courses. The supports were designed to help PSTs learn how to engage students in argumentation. The study investigated improvement in PSTs understanding of argumentation, beliefs, and skill in facilitating discussions focused on argumentation. Findings were mixed, and differ from prior findings at the elementary level, indicating some changes in understanding of argumentation, improvement in beliefs, but without strong evidence of improvement in skill. Key questions raised include identifying whether the lack of evidence of improvement in skill reflects a lack of learning or a failure of the novel measure to capture learning.

Authors

• Heather Howell, Educational Testing Service

• Jamie N. Mikeska, Educational Testing Service

• Devon Kinsey, Educational Testing Service

• Pamela S. Lottero-Perdue, Towson University