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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
FullText Text:
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  Data: 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/
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  Data: 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.
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Work Sample Tests
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      – TitleFull: Student Argumentation Work Sample Sorting Task and Teachers' Evaluations of Arguments
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