Mathematical argumentation is fundamental to doing mathematics and developing
new knowledge. Working from the view that mathematical argumentation is also integral
to teaching and learning mathematics, this study investigated teachers’ use of
mathematical knowledge for teaching (MKT) to support student participation in
mathematical argumentation. Classroom observations were made of three case-study
teachers’ implementation of a three-day curriculum unit on mathematical argumentation
and supplemented with paper and pencil assessments of teachers’ MKT. Teaching moves,
or teachers’ actions directed toward supporting argumentation, were identified as a unit
of discourse in which MKT-in-action appeared. Teachers’ MKT showed up in three types
of teaching moves including: Revoicing by Reformulation, Responding to Student
Difficulties, and Pressing for Generalization in Defining. MKT that was evident in these
moves included knowledge of core information in argument, heuristic methods, and
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formulation of mathematical definition through and in argumentation. Findings highlight
that supporting mathematical argumentation requires teachers to have a sophisticated
understanding of the subject matter as well as how concepts develop through
argumentation. Findings have limitations in understanding complex teaching practices by
considering MKT as a single factor. The study has implications on teacher learning and
MKT assessments. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-12-4696 |
| Date | 30 January 2012 |
| Creators | Kim, Hee-Joon |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
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