Student Argumentation Work Sample Sorting Task and Teachers' Evaluations of Arguments
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| Title: | Student Argumentation Work Sample Sorting Task and Teachers' Evaluations of Arguments |
|---|---|
| Language: | English |
| Authors: | Staples, Megan, Cavanna, Jillian |
| Source: | Mathematics Teacher Educator. Feb 2021 9(2):94-109. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Mathematical Logic, Mathematics Skills, Persuasive Discourse, Problem Solving, Student Evaluation, Classification, Task Analysis, Mathematics Teachers, Elementary Secondary Education, Work Sample Tests |
| DOI: | 10.5951/MTE.2020.0001 |
| ISSN: | 2167-9789 |
| Abstract: | To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers' thinking about argumentation. Specifically, there is a need to understand more about teachers' views and evaluations of "students'" mathematical arguments as they play out "in practice." In this article, we share a tool developed to elicit teachers' pre- and postevaluations of students' mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers' evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1284512 |
| Database: | ERIC |
| Abstract: | To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers' thinking about argumentation. Specifically, there is a need to understand more about teachers' views and evaluations of "students'" mathematical arguments as they play out "in practice." In this article, we share a tool developed to elicit teachers' pre- and postevaluations of students' mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers' evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences. |
|---|---|
| ISSN: | 2167-9789 |
| DOI: | 10.5951/MTE.2020.0001 |
