Article
Prospective K-8 teachers’ problem-posing: Interpretations of tasks that promote mathematical argumentation
Mathematics Education Across Cultures: Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
(2020)
Abstract
This study examines pre-service teachers’ (PSTs’) views of tasks that engage students in
mathematical argumentation. Data were collected in two different mathematics courses for
elementary school education majors (n = 51 total PSTs). Analyzed were (a) written journals in which
PSTs defined tasks that promote student engagement in argumentation, (b) tasks PSTs posed to
engage students in mathematical argumentation, and (c) accompanying explanations in which PSTs
motivated tasks they posed. The analysis revealed that PSTs interpret tasks that foster argumentation
in terms of activities of argumentation that a task elicits and space for argumentation that the task
provides. Several features that PSTs associated with each of the two major task characteristics were
identified. While posing tasks to engage students in argumentation, PSTs did not place equal
emphasis on all of the identified features.
Disciplines
Publication Date
December, 2020
DOI
10.51272/pmena.42.2020
Citation Information
Magiera, M. T. (2020). Prospective K-8 teachers’ problem-posing: Interpretations of tasks that promote mathematical argumentation. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 940-948). Mexico. Cinvestav / AMIUTEM / PME-NA. DOI: 10.51272/pmena.42.2020.