Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features

Castro, Walter F.; Durango-Urrego, John Henry; Pino-Fan, Luis Roberto

doi:10.29333/ejmste/11139

Cited by 6 publications

(7 citation statements)

References 63 publications

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“…Moreover, an argumentative written text presents specific components. These components are claims, data, warrants, modal qualifiers, backings, and rebuttals (Castro et al, 2021;Durango-Urrego, 2017;Toulmin, 2007):…”

Section: Written Text and Its Argumentative Qualitiesmentioning

confidence: 99%

“…Finally, rhetorical resources are used in argumentation when someone wants to persuade or convince others of a claim. Following Castro et al (2021) and Durango-Urrego (2017), the rhetorical resources we consider are examples, illustrations, models, and metaphors. An example is a particular case used to point to an instance of a physical phenomenon; an illustration is a drawing that supports an argument; a model is a point of reference to imitate, to appeal to; and a metaphor is a comparison between the situation under scrutiny and a known situation in order to provide greater meaning (Perelman & Olbrechts-Tyteca, 2006).…”

Section: Written Text and Its Argumentative Qualitiesmentioning

confidence: 99%

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Assessment of students’ understanding of physical phenomena through argumentative qualities of written texts

Durango-Urrego

Castro

Goizueta

et al. 2023

EURASIA J Math Sci Tech Ed

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We present a qualitative study aimed at devising a theoretical-methodological tool to assess students’ conceptual understanding of physical phenomena through the argumentative qualities of their written texts. The proposed relationship between argumentation and understanding is elaborated through the notions of knowledge, purposes, methods, and communicative forms, as well as the use of data, warrants, modal qualifiers, claims, and rhetorical resources. In order to exemplify the tool’s use, the current understanding of six students attending a physics seedbed course was assessed according to four levels: naïve, novice, apprentice, and mastery. We then discuss the possibilities and limitations of the tool and the need to broaden the assessment of students’ understanding to include argumentative tasks in the classroom.

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Section: Written Text and Its Argumentative Qualitiesmentioning

confidence: 99%

Section: Written Text and Its Argumentative Qualitiesmentioning

confidence: 99%

Assessment of students’ understanding of physical phenomena through argumentative qualities of written texts

Durango-Urrego

Castro

Goizueta

et al. 2023

EURASIA J Math Sci Tech Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…Yackel and Hanna [42] call "to design means to support teachers in developing forms of classroom mathematics practice that foster mathematics as reasoning and that can be carried out successfully on large scale". Castro et al [43] say that "Teachers and students alike face similar difficulties in dealing with argumentation. One of the most challenging goals for mathematics teachers refers to helping students in the development of argumentation", which points at the need to make inservice and prospective teachers aware of the importance of argumentation in the mathematics classroom.…”

Section: Limitations and Conclusionmentioning

confidence: 99%

Understanding Prospective Teachers’ Task Design Considerations through the Lens of the Theory of Didactical Situations

2022

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Task design, in general, and task design in a technological environment, is attracting the attention of educational researchers. The present research investigates task design of prospective teachers in the Scratch programming environment. A total of twenty-three female prospective teachers participated in a professional development program. They were in their third academic year majoring in teaching mathematics and computer science in the middle school. The prospective teachers attempted to design mathematics-based programming problems. The present research utilizes the theory of didactical situations in mathematics, specifically the situation types, the paradoxes of the didactical contract and the situation components, to study the task design of the prospective teachers. It does that by focusing on one group of prospective teachers. The research results indicated that the prospective teachers were concerned mainly with the situation of information, situation of reference and situation of action. Doing so, they were concerned with the paradox of the said and the unsaid, the paradox of uncertainty, and the paradox of devolution. In addition, they took care of both algorithmic and creative reasoning. They also took care of students′ devolution, where this devolution was conditioned with following an institutionalization. They were also concerned with giving students autonomy and encouraging decision making regarding the solution of the problem. Furthermore, they planned to enable students′ control over their learning.

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“…Learning related to addition and subtraction in elementary school students is very diverse. Students can learn according to the experience they have, or learning obtained at the previous stage (Castro et al, 2021). Students also have various problems, one of which is difficulty in understanding basic number operations (Baroody, 2006).…”

Section: Introductionmentioning

confidence: 99%

Exploring Pre-service Teacher’s Knowledge of Content and Teaching (KCT) and Computational Thinking: The Case of Addition and Subtraction

Rakhmawati,

Retnawati,

Sugiman

et al. 2023

Materials of International Practical Internet Conference “Challenges of Science”

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This research discusses the knowledge of content and teaching (KCT) and computational thinking (CT) of pre-service elementary school teachers on student work results. How much do pre-service teachers deepen students' thinking about the concepts of addition and subtraction? This research aims to get an overview of pre-service teachers' thinking about KCT and CT so that the results can be used to determine educational policies for developing human resource capabilities in elementary schools. The subjects of this research were three pre-service teachers at elementary school that selected by purposive sampling. The criteria for pre-service teachers are those who have taken basic concepts of mathematics, mathematics education, and mathematics development. The subjects in the low, medium, and high categories from state universities with A accreditation in Yogyakarta, Indonesia. The type of research is a case study. The research instruments namely the results of elementary school students ' work about addition and subtraction, then interview instruments to give an idea of how deeply they think about the material. The KCT’s findings are that pre-service teachers do not understand the Van De Walle concept of addition and subtraction, do not understand the prerequisites for addition and subtraction material, and pre-service teachers find unique ways of learning from students. In the CT component, there are two components that appear in them, namely pattern recognition and decomposition. An interesting finding was that pre-service teachers only learned about the Van de Walle technique after seeing the results of the work carried out by students. This means that previously they did not use those techniques at all. This picture shows that pre-service teachers' KCT and CT is still not optimal, so further, and in-depth research is needed to explore their understanding.

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Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features

Cited by 6 publications

References 63 publications

Assessment of students’ understanding of physical phenomena through argumentative qualities of written texts

Assessment of students’ understanding of physical phenomena through argumentative qualities of written texts

Understanding Prospective Teachers’ Task Design Considerations through the Lens of the Theory of Didactical Situations

Exploring Pre-service Teacher’s Knowledge of Content and Teaching (KCT) and Computational Thinking: The Case of Addition and Subtraction

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