Using Argumentative Writing to Promote Preservice Teachers’ Noticing of Children’s Mathematical Thinking

Session Submission Type: Individual Session

Description for Program

We used argumentative writing to promote the development of preservice teachers’ noticing of children’s mathematical thinking. Participation in self-evaluation and peer-review processes led to improvements in argumentative writing that relate to development in two of the three aspects of noticing.

Sub Unit

• Pedagogical Content Knowledge

Lead Presenter

• Ian Whitacre, Florida State University

Co-Presenter

• Traci Kervin, Florida State University