Teacher Support of Collective Argumentation in Mathematics Classrooms: Insights from an Afterschool Program

Artigo2025

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Resumo

Studies show that supporting argumentation in mathematics classrooms is challenging for teachers. This study reports on the experience of seven elementary and middle-school mathematics teachers in an afterschool classroom-based program where they had the opportunity to facilitate research sessions on students' development of mathematical ideas and different types of reasoning and justification. The study examines the teachers' support of argumentation as students work collaboratively on challenging mathematical tasks. The results describe pedagogical strategies teachers can use to support students' development of valid mathematical arguments and types of mathematical knowledge for teaching (MKT) that influence teachers' supporting efforts.

Dados da obra

Tipo: Artigo
Periódico: Journal of Mathematics Teacher Education
Ano: 2025
Idioma: en
Palavras-chave: Mathematics Instruction; Persuasive Discourse; Elementary School Teachers; Middle School Teachers; Mathematics Teachers; After School Programs; Mathematical Logic; Cooperative Learning; Teaching Methods; Knowledge Level
ISSN: 1386-4416
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FRANCISCO, John M.. Teacher Support of Collective Argumentation in Mathematics Classrooms: Insights from an Afterschool Program. Journal of Mathematics Teacher Education, 2025. Disponível em: http://dx.doi.org/10.1007/s10857-024-09651-5. Acesso em: 5 nov. 2026.

APA

Francisco, J. M. (2025). Teacher Support of Collective Argumentation in Mathematics Classrooms: Insights from an Afterschool Program. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-024-09651-5

BibTeX

@article{francisco2025,
  author = {Francisco, John M.},
  title = {Teacher Support of Collective Argumentation in Mathematics Classrooms: Insights from an Afterschool Program},
  year = {2025},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-024-09651-5},
  language = {en}
}

RIS

TY  - JOUR
AU  - Francisco, John M.
TI  - Teacher Support of Collective Argumentation in Mathematics Classrooms: Insights from an Afterschool Program
PY  - 2025
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-024-09651-5
LA  - en
ER  -

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