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.
Megan Staples and Jillian Cavanna
Megan Staples and Melissa M. Colonis
The importance of mathematical discourse and its connection to developing conceptual understanding, communication, and reasoning is well documented throughout NCTM's Principles and Standards for School Mathematics (2000). For example, NCTM's Learning Principle emphasizes the role of discourse in supporting student learning, noting that “classroom discourse and social interaction can be used to promote the recognition of connections among ideas and the reorganization of knowledge (Lampert 1986)” (NCTM 2000, p. 21). The skillful facilitation of discussions is something both novice and experienced teachers find challenging. Most teachers can recall a well-planned lesson that did not unfold as expected. From this article, we hope readers gain insight into planning mathematically focused, collaborative discussions. We illuminate three key aspects of the pedagogy of teachers who were successful in consistently organizing whole-class discussions. These teachers created learning environments aligned with NCTM's vision of good practice, where students were given conceptually demanding tasks, worked together to develop ideas, and consistently were asked to make sense of mathematics.
Kristen N. Bieda and Megan Staples
This article highlights the role of students' engagement in mathematical justification in supporting classrooms that provide equitable access to mathematics and develop students' agency for doing mathematics.
Megan Staples, Mary P. Truxaw,, and Vanessa Cruz
A process of analyzing student work to identify language‐related areas of strength and growth is used to articulate language goals that complement content goals.
Michael Cioe, Sherryl King, Deborah Ostien, Nancy Pansa, and Megan Staples
Justification is a critical mathematical practice that must play a role in teaching and learning at all grade levels.
Daniel Bochicchio, Shelbi Cole, Deborah Ostien, Vanessa Rodriguez, Megan Staples, Patricia Susla, and Mary Truxaw
Seven educators collaborate to develop a shared language that describes a mathematics pedagogy used to guide wholeclass discussions.