Abstract
Drawing upon the imperative to foster argumentation within the mathematics classroom, this paper integrates two key areas of mathematics education research – argumentation and teachers' noticing. It proposes a model of mathematics teachers' noticing of argumentation that was designed and piloted in professional development courses for teachers in Israel dedicated to argumentation in mathematics teaching. The paper discusses the theoretical and empirical construction of the model and presents empirical evidence regarding the model's potential to foster and analyze teachers' noticing of argumentation. The paper concludes with a discussion of the model's contributions and limitations.
Published Version
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