Examining pre-service mathematics teachers’ argumentation-supported lesson plans and their noticing during planning

• Berna Tataroğlu Taşdan ^[1] ; Ayşe Tekin Dede ^[1] ; Melike Yiğit Koyunkaya ^[1]
  1. [1] Dokuz Eylül University

     Dokuz Eylül University

     Turquía

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 55, Nº. 6, 2024, págs. 1309-1329
• Idioma: inglés
• DOI: 10.1080/0020739X.2022.2054741
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• Resumen

  • This research examined how pre-service mathematics teachers (PMTs) plan to support argumentation in their lessons about the hierarchical relationships among the quadrilaterals and what they notice during planning. The participants of this case study were eight pre-service middle-school mathematics teachers. Data consisted of the PMTs’ argumentation-supported lesson plans and video recording of the focus group meeting conducted to discuss their plans. The results revealed that the PMTs preferred to use various questions and actions that support the argumentation process and these generated different argumentation sections that mostly included data, claim and warrant. The PMTs’ statements about argumentation indicated in the focus group meeting were related to attending, responding and interpreting components of noticing, respectively. The PMTs generally provided evidence for their attention mostly to student and mathematical content while planning argumentation-supported lessons. The study presents a novel view of illustrating the PMTs’ argumentation-supported lesson plans and their noticing about it.