MATHEMATICAL ARGUMENTATION: ALIGNMENT OF TASK GOALS WITH PRESERVICE TEACHERS' ENACTMENTS IN A SIMULATED CLASSROOM.

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Title:	MATHEMATICAL ARGUMENTATION: ALIGNMENT OF TASK GOALS WITH PRESERVICE TEACHERS' ENACTMENTS IN A SIMULATED CLASSROOM.
Authors:	Shekell, Calli cshekell@ets.org, Mikeska, Jamie jmikeska@ets.org, Howell, Heather hhowell@ets.org, Francis, Dionne Cross¹ dicross@unc.edu, Bharaj, Pavneet Kaur¹ pkbharaj@unc.edu, Dix, Jennifer² Jdix4@students.towson.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2022, p1275-1282. 8p.
Subject Terms:	Mathematics education, Mathematics teachers, Student teachers, Mathematics students, *Middle school students
Abstract:	Mathematical argumentation is a practice in which K-12 students should be engaging but supporting preservice teachers (PSTs) in learning to facilitate argumentation among students is challenging. The tasks used to support PSTs' learning in this area should be as carefully selected as the tasks that K-12 classroom teachers choose for their students. In this study, we examine a task that was designed for PSTs to practice facilitating an argumentation-focused mathematics discussion in a simulated classroom environment. Findings showed that most PSTs articulated at least one feature of argumentation that was embedded in the discussion task's student learning goal. However, findings indicated that PSTs provided limited opportunities for the middle school student avatars to engage in mathematical argumentation when facilitating the mathematics discussion in the simulated classroom. This suggests that careful consideration of alignment between a specific discursive practice and the design features of a task could yield better learning opportunities for PSTs when using online simulations. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	Mathematical argumentation is a practice in which K-12 students should be engaging but supporting preservice teachers (PSTs) in learning to facilitate argumentation among students is challenging. The tasks used to support PSTs' learning in this area should be as carefully selected as the tasks that K-12 classroom teachers choose for their students. In this study, we examine a task that was designed for PSTs to practice facilitating an argumentation-focused mathematics discussion in a simulated classroom environment. Findings showed that most PSTs articulated at least one feature of argumentation that was embedded in the discussion task's student learning goal. However, findings indicated that PSTs provided limited opportunities for the middle school student avatars to engage in mathematical argumentation when facilitating the mathematics discussion in the simulated classroom. This suggests that careful consideration of alignment between a specific discursive practice and the design features of a task could yield better learning opportunities for PSTs when using online simulations. [ABSTRACT FROM AUTHOR]