Preservice Teachers' Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
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| Title: | Preservice Teachers' Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features |
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| Language: | English |
| Authors: | Castro, Walter F., Durango-Urrego, John Henry, Pino-Fan, Luis R. |
| Source: | EURASIA Journal of Mathematics, Science and Technology Education. 2021 17(9). |
| Availability: | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Persuasive Discourse, Instructional Design, Mathematics Instruction, Geometry, Teaching Methods, Planning, Mathematical Logic, Rhetoric, Pedagogical Content Knowledge |
| ISSN: | 1305-8223 |
| Abstract: | This paper presents research on the argumentation that preservice teachers perform when designing and teaching geometry. Argumentation is associated with speech acts carrying didactical intentions. This research study features of preservice teachers' argumentation when explaining geometry tasks both to peers, during preparation and discussion of designed activities, and to students in the classroom. This is qualitative research and the results support establishing relationships between the didactical dimension of the didactic-mathematical knowledge model and some characteristics of the argumentation that preservice mathematics teachers exhibit during their planning and teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1312259 |
| Database: | ERIC |
| Abstract: | This paper presents research on the argumentation that preservice teachers perform when designing and teaching geometry. Argumentation is associated with speech acts carrying didactical intentions. This research study features of preservice teachers' argumentation when explaining geometry tasks both to peers, during preparation and discussion of designed activities, and to students in the classroom. This is qualitative research and the results support establishing relationships between the didactical dimension of the didactic-mathematical knowledge model and some characteristics of the argumentation that preservice mathematics teachers exhibit during their planning and teaching. |
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| ISSN: | 1305-8223 |
