PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
An Investigation of Pre-Service Secondary Mathematics Teachers’ Development and Participation in Argumentation
Page: 2-614
This study investigates how two professors and pre-service secondary mathematics teachers engage in argumentation and proof in two courses. One course under investigation is a geometry course; the second is a methods of teaching mathematics course. The research also studies the how professors and pre-service teachers construct arguments and proofs. Examining the classroom discourse to understand how it may impact argumentation practices is another aspect of the research. Case study and grounded theory approaches are used to guide the data collection and analysis. Some data collected include interviews with the two professors and pre-service teachers and observations of the two courses and the pre-service teachers’ classrooms during their student teaching. Data analysis so far indicates the geometry professor engages students in argumentation and proof in multiple ways.