Advancing a Teacher-Centered Perspective on Support-for-Claims Terminology

Autor/inn/en	Staples, Megan; Lesseig, Kristin
Titel	Advancing a Teacher-Centered Perspective on Support-for-Claims Terminology
Quelle	In: For the Learning of Mathematics, 40 (2020) 1, S.28-35 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Teacher Attitudes; Learning Activities; Mathematics Teachers; Elementary Secondary Education; Vocabulary; Mathematical Concepts; Barriers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Lernaktivität; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Wortschatz
Abstract	Mathematical argumentation, justification, and proof are practices at the heart of mathematics. Yet mathematics teachers generally operate without clear definitions of these practices making it difficult to communicate expectations, decide what to accept or expect from students at different grade levels, and distinguish these activities from similar practices used in other disciplines. In this paper, we advance a teacher-centered view of these practices by articulating a set of criteria to guide term usage for communities of teachers. We offer examples to demonstrate how this approach centralizes teachers' perspectives and helps reveal the different support-for-claims activities we value in math classrooms. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01