Reasoning on Display: Supporting Students’ Argumentation

Conner, A. M., Singletary, L. M., Smith, R. C., Wagner, P. W., & Francisco, R. (2014). Teachers’ support for argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401–429. https://doi.org/10.1007/s10649-014-9532-8

Conner, A. M., Singletary, L. M., Smith, R. C., Wagner, P. W., & Francisco, R. (2014). Teachers’ support for argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401–429. https://doi.org/10.1007/s10649-014-9532-8)| false
• Search Google Scholar
• Export Citation

DeLeeuw, W., Otten, S., & Dundar, R. K. (2021). Structuring boardspace to facilitate repeated reasoning. Mathematics Teacher: Learning and Teaching PK-12, 114(3), 196–204. https://doi.org/10.5951/MTLT.2019.0360

DeLeeuw, W., Otten, S., & Dundar, R. K. (2021). Structuring boardspace to facilitate repeated reasoning. Mathematics Teacher: Learning and Teaching PK-12, 114(3), 196–204. https://doi.org/10.5951/MTLT.2019.0360)| false
• Search Google Scholar
• Export Citation

Foster, J., Conner, A. M., Zhuang, Y., Singletary, L. M., & Park, H. (2024). Supporting students’ participation in collective argumentation: Use of displays in a secondary mathematics classroom. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2024.2371515

Foster, J., Conner, A. M., Zhuang, Y., Singletary, L. M., & Park, H. (2024). Supporting students’ participation in collective argumentation: Use of displays in a secondary mathematics classroom. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2024.2371515)| false
• Search Google Scholar
• Export Citation

Garcia, N., Shaughnessy, M., & Pynes, D. (2021). Recording student thinking in a mathematics discussion. Mathematics Teacher: Learning and Teaching PK-12, 114(12), 926–932. https://doi.org/10.5951/MTLT.2021.0117

Garcia, N., Shaughnessy, M., & Pynes, D. (2021). Recording student thinking in a mathematics discussion. Mathematics Teacher: Learning and Teaching PK-12, 114(12), 926–932. https://doi.org/10.5951/MTLT.2021.0117)| false
• Search Google Scholar
• Export Citation

Greiffenhagen, C. (2014). The materiality of mathematics: Presenting mathematics at the blackboard. The British Journal of Sociology, 65(3), 502–528. https://doi.org/10.1111/1468-4446.12037

Greiffenhagen, C. (2014). The materiality of mathematics: Presenting mathematics at the blackboard. The British Journal of Sociology, 65(3), 502–528. https://doi.org/10.1111/1468-4446.12037)| false
• Search Google Scholar
• Export Citation

Johnson, N. C., Franke, M. L., Webb, N. M., Ing, M., Burnheimer, E., & Zimmerman, J. (2023). “What do you think she’s going to do next?” Irresolution and ambiguity as resources for collective engagement. Cognition and Instruction, 41(3), 348–380. https://doi.org/10.1080/07370008.2022.2129641

Johnson, N. C., Franke, M. L., Webb, N. M., Ing, M., Burnheimer, E., & Zimmerman, J. (2023). “What do you think she’s going to do next?” Irresolution and ambiguity as resources for collective engagement. Cognition and Instruction, 41(3), 348–380. https://doi.org/10.1080/07370008.2022.2129641)| false
• Search Google Scholar
• Export Citation

Kuehnert, E. R. A., Eddy, C. M., Miller, D., Pratt, S. S., & Senawongsa, C. (2018). Bansho: Visually sequencing mathematical ideas. Teaching Children Mathematics, 24(6), 362–369. https://doi.org/10.5951/teacchilmath.24.6.0362

Kuehnert, E. R. A., Eddy, C. M., Miller, D., Pratt, S. S., & Senawongsa, C. (2018). Bansho: Visually sequencing mathematical ideas. Teaching Children Mathematics, 24(6), 362–369. https://doi.org/10.5951/teacchilmath.24.6.0362)| false
• Search Google Scholar
• Export Citation

Leatham, K. R., Peterson, B. E., Freeburn, B., Graff, S. W., Van Zoest, L. R., Stockero, S. L., & Kamlue, N. (2023). Using public records to scaffold joint sense making. Mathematics Teacher: Learning and Teaching PK-12, 116(11), 856–864. https://doi.org/10.5951/MTLT.2023.0101

Leatham, K. R., Peterson, B. E., Freeburn, B., Graff, S. W., Van Zoest, L. R., Stockero, S. L., & Kamlue, N. (2023). Using public records to scaffold joint sense making. Mathematics Teacher: Learning and Teaching PK-12, 116(11), 856–864. https://doi.org/10.5951/MTLT.2023.0101)| false
• Search Google Scholar
• Export Citation

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. https://thecorestandards.org/math

Reinke, L. T., Stephan, M. L., & Griggs, J. R. (2024). Contextualizing explanations to support sense making. Mathematics Teacher: Learning and Teaching PK-12, 117(7), 480–487. https://doi.org/10.5951/MTLT.2023.0260

Reinke, L. T., Stephan, M. L., & Griggs, J. R. (2024). Contextualizing explanations to support sense making. Mathematics Teacher: Learning and Teaching PK-12, 117(7), 480–487. https://doi.org/10.5951/MTLT.2023.0260)| false
• Search Google Scholar
• Export Citation

Singletary, L. M., & Conner, A. M. (2015). Focusing on mathematical arguments. Mathematics Teacher, 109(2), 143–147. https://doi.org/10.5951/mathteacher.109.2.0143

Singletary, L. M., & Conner, A. M. (2015). Focusing on mathematical arguments. Mathematics Teacher, 109(2), 143–147. https://doi.org/10.5951/mathteacher.109.2.0143)| false
• Search Google Scholar
• Export Citation

Smith, M. S., & Stein, M. K. (2018). 5 practices for orchestrating productive mathematics discussions (2nd ed.). Corwin and National Council of Teachers of Mathematics.

Smith, M. S., & Stein, M. K. (2018). 5 practices for orchestrating productive mathematics discussions (2nd ed.). Corwin and National Council of Teachers of Mathematics.)| false
• Search Google Scholar
• Export Citation

Smith, M. S., Stein, M. K., Arbaugh, F., Brown, C., & Mossgrove, J. (2004). Characterizing the cognitive demands of mathematical tasks: A task-sorting activity. In G. W. Bright (Ed.), Professional development guidebook for Perspectives on the Teaching of Mathematics: Companion to the sixty-sixth yearbook (pp. 45–72). National Council of Teachers of Mathematics.

Smith, M. S., Stein, M. K., Arbaugh, F., Brown, C., & Mossgrove, J. (2004). Characterizing the cognitive demands of mathematical tasks: A task-sorting activity. In G. W.Bright (Ed.), Professional development guidebook for Perspectives on the Teaching of Mathematics: Companion to the sixty-sixth yearbook (pp. 45–72). National Council of Teachers of Mathematics.)| false
• Search Google Scholar
• Export Citation

Thanheiser, E., & Melhuish, K. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior, 70, 101032. https://doi.org/10.1016/j.jmathb.2023.101032

Thanheiser, E., & Melhuish, K. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior, 70, 101032. https://doi.org/10.1016/j.jmathb.2023.101032)| false
• Search Google Scholar
• Export Citation

Webb, N. M., Franke, M. L., Johnson, N. C., Ing, M., & Zimmerman, J. (2023). Learning through explaining and engaging with others’ mathematical ideas. Mathematical Thinking and Learning, 25(4), 438–464. https://doi.org/10.1080/10986065.2021.1990744

Webb, N. M., Franke, M. L., Johnson, N. C., Ing, M., & Zimmerman, J. (2023). Learning through explaining and engaging with others’ mathematical ideas. Mathematical Thinking and Learning, 25(4), 438–464. https://doi.org/10.1080/10986065.2021.1990744)| false
• Search Google Scholar
• Export Citation