PST LEARNING TO FACILITATE ARGUMENTATION VIA SIMULATION: EXPLORING THE ROLE OF UNDERSTANDING AND EMOTION.

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Bibliographic Details
Title:	PST LEARNING TO FACILITATE ARGUMENTATION VIA SIMULATION: EXPLORING THE ROLE OF UNDERSTANDING AND EMOTION.
Authors:	Howell, Heather¹ hhowell@ets.org, Francis, Dionne Cross² dicross@unc.edu, Bharaj, Pavneet Kaur² pkbharaj@unc.edu, Shekell, Calli¹ cshekell@ets.org
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p1033-1038. 6p.
Subject Terms:	Emotions, Mathematics education, Mathematics teachers, Mathematics students, Classrooms, Education of student teachers
Abstract:	The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS). We will examine 14 PSTs’ responses to postactivity surveys targeting their understanding of argumentation-focused discussions and emotional experiences, over the course of a single semester. From this initial coding, we will select three to four cases that represent a range of understandings and emotional experiences and conduct in-depth analyses on the patterns of engagement in the OPS, drawing on records of practice from their experiences in the OPS. We discuss ways that teacher educators can scaffold PSTs’ experiences as they develop the skills to facilitate argumentation-focused discussions. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS). We will examine 14 PSTs’ responses to postactivity surveys targeting their understanding of argumentation-focused discussions and emotional experiences, over the course of a single semester. From this initial coding, we will select three to four cases that represent a range of understandings and emotional experiences and conduct in-depth analyses on the patterns of engagement in the OPS, drawing on records of practice from their experiences in the OPS. We discuss ways that teacher educators can scaffold PSTs’ experiences as they develop the skills to facilitate argumentation-focused discussions. [ABSTRACT FROM AUTHOR]