Abstract
Building up professional knowledge for fostering students' argumentation in the mathematics classroom - a vignette-based approach
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.215-215
PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
2021
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Abstract
Fostering students’ argumentation is often emphasised as a central aim of the mathematics classroom in all grades. Teachers, therefore, should have corresponding professional knowledge on how to foster students in this respect, including, for instance, an awareness of possible learning opportunities which allow students to further develop their argumentation, or knowledge on common difficulties of students in requirement contexts related to argumentation. However, empirical studies imply that teachers often lack of such professional knowledge (e.g. Stylianides et al., 2016; Krummenauer & Kuntze, submitted), which should thus be built up in university teacher education. For this, vignettes – understood as representations of profession-related requirement contexts (cf. Kuntze & Buchbinder, 2018) – show a high potential, as they allow teacher students to reflect on particular profession-related contexts and to connect them with relevant theory elements. In the European project coReflect@maths, a vignette-based intervention approach for building up teacher students’ (and also in-service teachers’) professional knowledge on fostering students’ argumentation is being developed, which is presented in the poster, including a sample vignette. The poster also contains a QR code, which allows access to a vignette related online activity and to submit feedback on the vignette to the authors.
Details
- Title
- Building up professional knowledge for fostering students' argumentation in the mathematics classroom - a vignette-based approach
- Creators
- Jens Krummenauer - Ludwigsburg University of EducationSebastian Kuntze - Ludwigsburg University of EducationCeneida Fernández - University of AlicanteMarita Friesen - University of Education FreiburgLulu Healy - King's College LondonPedro Ivars - University of AlicanteSalvador Llinares - University of AlicanteLibuse Samkova - University of South Bohemia (Czech Republic)Karen Skilling - University of Oxford
- Contributors
- Maitree Inprasitha (Editor)Narumon Changsri (Editor)Nisakorn Boonsena (Editor)
- Publication Details
- Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.215-215
- Conference
- PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
- Publisher
- Thailand Society of Mathematics Education; Thailand
- Grant note
- The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the Erasmus+ Programme of the European Union.
- Identifiers
- 9786169383000; 991013353372802368
- Copyright
- © 2021 left to authors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Abstract