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Implementing the Third Mathematical Practice by using Argumentation

dc.contributor.authorRen, Guanhua
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractThis paper examines the current research and theories that can help those teaching the third Mathematical Practice in the Common Core State Standards of Mathematics. Driven by a Constructivist approach to learning, the two existing design models of Problem-Based Learning and the Hypothetical Learning Trajectory could be helpful for teaching this Mathematical Practice. In addition, the idea of developing argumentation as a way to promote student learning becomes most suitable for this kind of lesson content. However, this poses a challenge to teachers to consider multiple aspects of the classroom during teaching. When using the concepts of argumentation research, focusing on class norms could help teachers keep the classroom running smoothly. Other research on the structure of argumentation provides valuable insight into how to evaluate argumentation as a learning product. This paper analyzes how Problem-Based Learning and the Hypothetical Learning Trajectory can help teachers design feasible lesson content for teaching this Mathematical Practice and the role of the teacher during instruction. It finally discusses ways to help students develop strong argumentation skills, and investigates ways to assess argumentation.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectCommon Core State Standardsen_US
dc.subjectMathematics Teachingen_US
dc.subject.lcshProblem-based learningen_US
dc.subject.lcshMathematics -- Study and teachingen_US
dc.subject.lcshMathematics teachers -- Training ofen_US
dc.subject.lcshProblem solving -- Study and teachingen_US
dc.titleImplementing the Third Mathematical Practice by using Argumentationen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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