Document Type

Conference Proceeding

Language

eng

Publication Date

2019

Publisher

University of Missouri

Source Publication

Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Source ISSN

9780578577913

Abstract

Drawing on a situated perspective on learning, we analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors. Our study provides insights into PSTs’ conceptualizations of mathematical argumentation in terms of its meanings. The data reveals how PSTs perceive teacher actions, teaching strategies, classroom expectations, mathematics content, and tasks that facilitate student engagement in mathematical argumentation. It also shows what instructional benefits of enacting mathematical argumentation in the elementary mathematics classroom they perceive.

Comments

Published version. Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chapter 3 (2019): 1264-1268. DOI. © 2019 University of Missouri. Used with permission

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