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ERIC Number: EJ1249929
Record Type: Journal
Publication Date: 2020
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0228-0671
EISSN: N/A
Advancing a Teacher-Centered Perspective on Support-for-Claims Terminology
Staples, Megan; Lesseig, Kristin
For the Learning of Mathematics, v40 n1 p28-35 2020
Mathematical argumentation, justification, and proof are practices at the heart of mathematics. Yet mathematics teachers generally operate without clear definitions of these practices making it difficult to communicate expectations, decide what to accept or expect from students at different grade levels, and distinguish these activities from similar practices used in other disciplines. In this paper, we advance a teacher-centered view of these practices by articulating a set of criteria to guide term usage for communities of teachers. We offer examples to demonstrate how this approach centralizes teachers' perspectives and helps reveal the different support-for-claims activities we value in math classrooms.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A