Examining Differences in Argumentation Discussions Around Two Versions of the Same Performance Task in Practice-Based Simulations

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Preservice Teachers' Understanding of Mathematics (Table 6)

Abstract

Our work used design-based research to create two iterations of a performance task aimed to support preservice teachers (PSTs) in learning to facilitate argumentation discussions. We applied an opportunity-to-learn framework to analyze transcripts of the PSTs’ discussion performances within a simulated classroom environment to determine whether the design changes made between task iterations supported changes to the intended learning opportunities the PSTs had to engage students in argumentation. Results provided evidence to suggest that the nature of the discussions around each task version varied in some hypothesized ways. Findings suggest that TEs should be as intentional about performance task choice/design as K-12 teachers are about choosing their tasks to support K-12 student learning, as small modifications may influence engagement substantially.

Authors

• Calli Shekell, Thiel College

• Jamie N. Mikeska, Educational Testing Service

• Heather Howell, Educational Testing Service

• Dionne Cross Francis, University of North Carolina - Chapel Hill

• Pavneet Kaur Bharaj, California State University - Long Beach