Contribution to Book
Supporting pre-service teachers’ argumentation-focused visions of mathematics teaching and learning in a teacher education program
Global perspectives and practices in reform-based mathematics teaching
(2022)
Abstract
This chapter describes the design of integrated learning spaces (ILS) for prospective teachers (PSTs) to
support PSTs’ learning about reform-based teaching by helping them experience, think about, understand,
and position mathematical argumentation in their future classrooms. Drawing on a longitudinal
research program that explored PSTs’ learning about argumentation in elementary and middle school
mathematics, the authors discuss the design of ILS in the context of mathematics and pedagogy with field
experience courses in a teacher education program. The authors also share the visions of mathematical
argumentation as a teaching-learning practice that PSTs developed in the ILS context. Finally, this
chapter poses questions for future research that might explore design principles for creating effective
ILS in teacher education programs and examine how PSTs’ learning in the ILS context supports their
content and pedagogical knowledge development. This chapter also poses questions about ongoing support
that future teachers might need to implement and sustain instructional reform.
Disciplines
Publication Date
April, 2022
Editor
Kartal. O., Popovic, G., & Morrisey, S
Publisher
IGI Global
Citation Information
Marta T. Magiera, Vecihi S. Zambak and Hyejin Park. "Supporting pre-service teachers’ argumentation-focused visions of mathematics teaching and learning in a teacher education program" Global perspectives and practices in reform-based mathematics teaching (2022) p. 161 - 183 Available at: http://works.bepress.com/marta-magiera/42/