Teachers' Conceptions of Argumentation: Supporting Change in Content Understandings and Teachers' Evaluations of Student Arguments

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-3 - Investigations in Mathematics Teachers' Learning and Practice

Abstract

Argumentation has received increased attention in recent years as a core mathematical practice (CCSS, 2010). A challenge for the field of mathematics education is supporting teachers in making sense of argumentation from a disciplinary perspective and helping them engage students in ways that enhance proficiency with this practice. To address this challenge, we designed a series of tasks for teachers as part of a math-science partnership grant. We report results on changes in teachers’ thinking about argumentation and their evaluations of student arguments over time. We also document and analyze three key learning tasks engaged by the teachers and the issues that emerged as they engaged these activities. Implications for inservice teacher education are discussed.

Author

• Megan E. Staples, University of Connecticut