Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments

Authors

  • Marta T. Magiera Marquette University
  • Vecihi S. Zambak Monmouth University

DOI:

https://doi.org/10.46328/ijres.v6i2.765

Keywords:

Mathematical explanations, Mathematical reasoning, Argumentation, K-8 pre-service teachers

Abstract

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing and critiquing mathematical explanations concurrently. Although explanations PSTs generated for their critiques of student explanations were weaker compared to the explanations PSTs formulated for their own problem solutions, PSTs proficient in generating mathematical explanations were also more proficient in analyzing and critiquing mathematical explanations. We identified seven criteria PSTs used while analyzing and critiquing student-explanations. These criteria reveal what PSTs might value, or pay attention to, as they critique student-explanations. We share implications for mathematics teacher educators to consider and suggest directions for further research.

Author Biographies

Marta T. Magiera, Marquette University

Department of Mathematical and Statistical SciencesAssociate Professor

Vecihi S. Zambak, Monmouth University

Department of Curriculum and InstructionAssistant Professor

References

Magiera, M.T. & Zambak, V.S. (2020). Exploring prospective teachers’ ability to generate and analyze evidence-based explanatory arguments. International Journal of Research in Education and Science (IJRES), 6(2), 327-346.

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Published

2020-03-30

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Section

Articles