Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies

Nama, Samaher; Ayalon, Michal

doi:10.1007/s10857-023-09586-3

Cited by 3 publications

(1 citation statement)

References 70 publications

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“…In recent years, mathematics curricula worldwide have shifted their focus to developing students' ability to construct arguments for and against mathematical claims and to generate or investigate mathematical conjectures (Kollar et al, 2014;Nama & Ayalon, 2023). Constructing mathematical arguments and critiquing the reasoning of others are considered important goals of mathematics education in school curricula.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Kartika,

Warmi,

Urayama

et al. 2024

JUTLP

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Interest in research on mathematical argumentation is increasing, leading to growth in the field. However, empirical research on mathematical argumentation in higher education presents challenges in organising a comprehensive overview due to its diversity and variety of underlying themes and tasks. Therefore, the aim of this study is to provide a systematic review of studies that focus on mathematical argumentation in higher education. We conducted a systematic literature review with the guiding questions: "What are the characteristics of tasks used for mathematical argumentation?" and "What themes are being explored in studies on mathematical argumentation in higher education?" The results of this review indicate a strong correlation among mathematical argumentation in higher education, mathematical proof tasks, and instructional design. Additionally, empirical studies conducted between 1995 and 2023 have identified four primary research themes encompassing student abilities, collaboration, designing and teaching, and assessment. Our analysis offers a detailed examination and appraisal of each of these themes and associated tasks, in conjunction with current trends, facilitating a more organized understanding of this multifaceted research discipline.

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Section: Introductionmentioning

confidence: 99%

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Kartika,

Warmi,

Urayama

et al. 2024

JUTLP

View full text Add to dashboard Cite

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A model for investigating and developing mathematics teachers' noticing of argumentation

Ayalon

2024

Teaching and Teacher Education

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Assessment in Mathematics Education

Mutarutinya,

Balimuttajjo,

Mjenda

et al. 2024

Impacts of Globalization and Innovation in Mathematics Education

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This chapter is based on the systematic review that investigates assessment methods in mathematics education in the global era where pertinent skills to address specific problems are at the centre of assessment purposes. Of 442 records obtained from Google Scholar, 50 studies published between 2013 and 2023 were reviewed. These studies, sourced from journals, conference proceedings, and book chapters indexed by Scopus, were analysed using document and thematic analysis. The review aimed to identify the assessment methods applied, the specific skills measured, and how these methods are implemented. Findings revealed that formative assessment, including performance-based, peer, oral, observation, written tests, portfolios, self, and open-ended methods, is central to classroom practices. These methods assessed mathematical and generic skills such as problem-solving, reasoning, thinking, representations, conceptual understanding, and feedback generation. The review provides insights into these methods and their implications for mathematics education in the globalized era.

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Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies

Cited by 3 publications

References 70 publications

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Mathematical Argumentation in Higher Education: A Systematic Literature Review

A model for investigating and developing mathematics teachers' noticing of argumentation

Assessment in Mathematics Education

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