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. |
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| 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] |
| Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160749531 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: MATHEMATICAL ARGUMENTATION: ALIGNMENT OF TASK GOALS WITH PRESERVICE TEACHERS' ENACTMENTS IN A SIMULATED CLASSROOM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shekell%2C+Calli%22">Shekell, Calli</searchLink><i> cshekell@ets.org</i><br /><searchLink fieldCode="AR" term="%22Mikeska%2C+Jamie%22">Mikeska, Jamie</searchLink><i> jmikeska@ets.org</i><br /><searchLink fieldCode="AR" term="%22Howell%2C+Heather%22">Howell, Heather</searchLink><i> hhowell@ets.org</i><br /><searchLink fieldCode="AR" term="%22Francis%2C+Dionne+Cross%22">Francis, Dionne Cross</searchLink><relatesTo>1</relatesTo><i> dicross@unc.edu</i><br /><searchLink fieldCode="AR" term="%22Bharaj%2C+Pavneet+Kaur%22">Bharaj, Pavneet Kaur</searchLink><relatesTo>1</relatesTo><i> pkbharaj@unc.edu</i><br /><searchLink fieldCode="AR" term="%22Dix%2C+Jennifer%22">Dix, Jennifer</searchLink><relatesTo>2</relatesTo><i> Jdix4@students.towson.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2022, p1275-1282. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 1275 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Mathematics students Type: general – SubjectFull: Middle school students Type: general Titles: – TitleFull: MATHEMATICAL ARGUMENTATION: ALIGNMENT OF TASK GOALS WITH PRESERVICE TEACHERS' ENACTMENTS IN A SIMULATED CLASSROOM. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shekell, Calli – PersonEntity: Name: NameFull: Mikeska, Jamie – PersonEntity: Name: NameFull: Howell, Heather – PersonEntity: Name: NameFull: Francis, Dionne Cross – PersonEntity: Name: NameFull: Bharaj, Pavneet Kaur – PersonEntity: Name: NameFull: Dix, Jennifer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2022 Type: published Y: 2022 Titles: – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America Type: main |
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