How Lesson Design Functions as the Making of an Argument

• In Event: AERA Poster Session Sunday 11:45 am
  In Poster Session: SIG-RME Poster Session: Explorations of the Mathematics Teaching and Learning Experience

Abstract

Mathematics lessons are often viewed as events: sequences of activities that occur and may achieve particular goals, whether designed or emergent. Yet this framing obscures the complex work of collaborative lesson design. This paper examines secondary mathematics teachers’ arguments as they emerge in lesson-centered professional development, showing how a lesson itself functions as an argument. Drawing on the theory of practical arguments and linguistic evidence, we analyze how teachers communicate and negotiate decisions in response to cross-national feedback. This study broadens scholarship on argumentation in mathematics education by focusing on the professional discourse of lesson design, offering new insights into how these arguments are articulated and negotiated in collaborative, cross-national settings.

Authors

• Soobin Jeon, University of Michigan

• Ruya Savuran, University of Michigan

• Amanda Marie Milewski, University of Michigan

• Patricio G. Herbst, University of Michigan