Teacher Support of Mathematical Argumentation in Collaborative Problem Solving

• In Event: Seeing Language in the Math Classroom: Attending to Student Talk, Questions, Argumentation, and Reasoning

Abstract

Reform movements advocate that argumentation plays an important role in mathematic classroom. Yet, this practice is not yet common practice in mathematics classrooms and teachers face challenges in implementing it. This study examines strategies that teachers can use to support argumentation in mathematics classrooms and types of mathematical knowledge that supports the strategies. The study uses data form three-Year NSF-funded after-school research project

Author

• John M. Francisco, University of Massachusetts