Abstract
Drawing upon the imperative to foster argumentation within the mathematics classroom, this paper integrates two key areas of mathematics education research – argumentation and teachers' noticing. It proposes a model of mathematics teachers' noticing of argumentation that was designed and piloted in professional development courses for teachers in Israel dedicated to argumentation in mathematics teaching. The paper discusses the theoretical and empirical construction of the model and presents empirical evidence regarding the model's potential to foster and analyze teachers' noticing of argumentation. The paper concludes with a discussion of the model's contributions and limitations.
Original language | English |
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Article number | 104683 |
Journal | Teaching and Teacher Education |
Volume | 148 |
DOIs | |
State | Published - Oct 2024 |
Bibliographical note
Publisher Copyright:© 2024 Elsevier Ltd
Keywords
- Argumentation
- Mathematics teachers' noticing of argumentation
- Teachers' noticing
ASJC Scopus subject areas
- Education