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

Tataroğlu Taşdan B., Tekin Dede A., Yiğit Koyunkaya M.

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, cilt.55, sa.6, ss.1309-1329, 2024 (ESCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 55 Sayı: 6
  • Basım Tarihi: 2024
  • Dergi Adı: INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), zbMATH, DIALNET
  • Sayfa Sayıları: ss.1309-1329
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

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.