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
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
