PME-NA

A First Year Secondary Mathematics Teacher’s Instructional Vision and Attention to Quality of Argumentation

• In Event: Fostering Quality in Mathematics Learning

Description

The purpose of this study is to document a beginning secondary mathematics teacher’s instructional vision for facilitating argumentation, her attention to dimensions of high-quality argumentation within her classroom during her first year of teaching, and the relationship between the teacher’s instructional vision and her attention. Focusing on the teacher’s first year in a longitudinal job-embedded professional development, we analyzed her attention to argumentation quality when she watched and reflected on video recordings of her practice. Our findings reveal the teacher demonstrated an awareness of when her instructional vision matched or diverged from her actual practice. We hypothesize that this awareness develops more specific and sophisticated visions for argumentation, which then may lead to heightened awareness to attend to other aspects of argumentation quality in the future.

Authors

• Jonathan Kyle Foster, University at Albany

• Hyejin Park, Drake University

• Laura M. Singletary, Lee University

• Yuling Zhuang, Texas A&M University

• AnnaMarie Conner, University of Georgia