To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers’ thinking about argumentation. Specifically, there is a need to understand more about teachers’ views and evaluations of students’ mathematical arguments as they play out in practice. In this article, we share a tool developed to elicit teachers’ pre- and postevaluations of students’ mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers’ evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences.
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Megan Staples and Jillian Cavanna
Kristen N. Bieda, Jillian Cavanna, and Xueying Ji
Field experience can be a rich site for intern teachers to develop the knowledge and skills they need for effective teaching. Lesson study has been shown to be a powerful form of professional development that enhances practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this article, we discuss the use of mentor-guided lesson study to support mentor and intern collaboration in the field and share what we have learned about its potential to support interns' attention to student thinking. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework.
