Learning to Support Collective Argumentation: Consistencies Between Interpretations From Coursework and Teaching Actions

Session Submission Type: Individual Session

Description for Program

Engaging students in argumentation and proof is difficult for novice teachers. We will describe prospective secondary mathematics teachers’ learning about argumentation in a mathematics methods course and compare this to characteristics of their support for collective argumentation during student teaching.

Sub Unit

• Mathematics Pedagogy and Instructional Practice

Lead Presenter

• AnnaMarie Conner, University of Georgia

Co-Presenters

• Hyejin Park, University of Georgia

• Carlos Nicolas Gomez, Clemson University

• Bolanle Salaam, University of Georgia

• Yuling Zhuang, University of Georgia

• Jonathan Foster, University of Georgia