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Supporting Argumentation in Mathematics Classrooms: The Role of Teachers' Mathematical Knowledge

Artigo2022

John M. Francisco

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Resumo

Reform movements in mathematics education advocate that mathematical argumentation play a central role in all classrooms. However, research shows that mathematics teachers at all grade level find it challenging to support argumentation in mathematics classrooms. This study examines the role of teachers' mathematical knowledge in teachers' support of argumentation in mathematics classroom. The study addresses a documented need for a better understanding of the relationship between mathematical knowledge for teaching and instruction by focusing on how the knowledge influences teachers' support of argumentation. The results provide insights into particular aspects of teachers' mathematical knowledge that influence teachers' support of students' development of valid mathematical arguments in mathematics classrooms and suggest implications for research and practice.

Dados da obra

Tipo
Artigo
Periódico
LUMAT: International Journal on Math
Ano
2022
Idioma
en
Palavras-chave
Persuasive Discourse; Mathematics Education; Knowledge Base for Teaching; Teacher Role; Mathematics Instruction; Problem Solving; Student Development; Grade 6; Elementary School Teachers; Elementary School Students; Algebra; Logical Thinking; Probability
Temas
Álgebra, Probabilidade, Resolução de Problemas
ISSN
2323-7112
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FRANCISCO, John M.. Supporting Argumentation in Mathematics Classrooms: The Role of Teachers' Mathematical Knowledge. LUMAT: International Journal on Math, 2022. Disponível em: https://eric.ed.gov/?id=EJ1358682. Acesso em: 5 nov. 2026.

APA

Francisco, J. M. (2022). Supporting Argumentation in Mathematics Classrooms: The Role of Teachers' Mathematical Knowledge. LUMAT: International Journal on Math. https://eric.ed.gov/?id=EJ1358682

BibTeX
@article{francisco2022,
  author = {Francisco, John M.},
  title = {Supporting Argumentation in Mathematics Classrooms: The Role of Teachers' Mathematical Knowledge},
  year = {2022},
  journal = {LUMAT: International Journal on Math},
  url = {https://eric.ed.gov/?id=EJ1358682},
  language = {en}
}
RIS
TY  - JOUR
AU  - Francisco, John M.
TI  - Supporting Argumentation in Mathematics Classrooms: The Role of Teachers' Mathematical Knowledge
PY  - 2022
JO  - LUMAT: International Journal on Math
UR  - https://eric.ed.gov/?id=EJ1358682
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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