Document Type
Conference Proceeding
Publication Date
2020
Publisher
North American Chapter of the International Group for the Psychology of Mathematics Education
Source Publication
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico
Source ISSN
9781734805703
Abstract
This study examines pre-service teachers’ (PSTs’) views of tasks that engage students in mathematical argumentation. Data were collected in two different mathematics courses for elementary school education majors (n = 51 total PSTs). Analyzed were (a) written journals in which PSTs defined tasks that promote student engagement in argumentation, (b) tasks PSTs posed to engage students in mathematical argumentation, and (c) accompanying explanations in which PSTs motivated tasks they posed. The analysis revealed that PSTs interpret tasks that foster argumentation in terms of activities of argumentation that a task elicits and space for argumentation that the task provides. Several features that PSTs associated with each of the two major task characteristics were identified. While posing tasks to engage students in argumentation, PSTs did not place equal emphasis on all of the identified features.
Recommended Citation
Magiera, Marta T., "Prospective K-8 Teachers' Problem Posing: Interpretations of Tasks That Promote Mathematical Argumentation" (2020). Mathematical and Statistical Science Faculty Research and Publications. 108.
https://epublications.marquette.edu/math_fac/108
Comments
Published version. Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico, (2020): 940-948. DOI. © 2020 North American Chapter of the International Group for the Psychology of Mathematics Education. Used with permission.