This project builds on a prior study that demonstrated increases in students' knowledge of argumentation and their performance on mathematics assessments. The project will extend the use of the argumentation intervention into all eighth grade content areas, with a specific focus on students' learning of reasoning and proof, and contribute to understanding how students' learning about mathematical practices that can help them learn mathematics better.
Longitudinal Learning of Viable Argument in Mathematics for Adolescents
The project will examine learning in eighth grade mathematics with a specific focus on students' learning of reasoning and proof. The intervention builds on a prior study in algebra that demonstrated increases in students' knowledge of argumentation and their performance on mathematics assessments. This project will extend the use of the argumentation intervention into all eighth grade content areas. The investigators will also address support for teachers in the form of teacher materials that link the argumentation content with mathematics standards and state-wide assessments, and a learning progression to engage students in proving tasks. The project will use assessments of mathematics learning and additional data from teachers and students to understand the impact of the argumentation intervention on teachers and students. The project contributes to understanding how students can learn about mathematical practices, such as proving, that can help them learn mathematics better. A significant contribution will be the definition of aspects of proving and descriptions of student outcomes that can be used to measure how well students have achieved these components of proving.
The project suggests twelve conceptual pillars that are combined with classroom processes and assessable outcomes to examine the use of argumentation practices in the teaching of eighth grade mathematics content. The investigation of classroom support for argumentation includes research questions that focus on improvement on state-level assessments, students' ability to construct mathematical arguments, and the conceptual progression that supports students' understanding of argumentation and proof. In addition, the study will examine teachers' role in argumentation in the classroom and their perception of potential challenges for classroom implementation. The study will use an experimental design to examine an intervention for mathematical reasoning and proof in eighth grade. The project includes a treatment group of teachers that will participate in professional development including a summer institute followed by instructional coaching over a two year period.
|Title||Type||Post date Sort ascending|
|Classroom Observation Protocol||Resource||11/03/2021 - 01:33pm|
|Argument and Reasoning Assessment||Resource||11/03/2021 - 01:30pm|
|Argumentation Infographic||Resource||11/03/2021 - 12:32pm|
|LLAMA Year 5 Technical Report||Resource||11/03/2021 - 12:28pm|
|Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof||Resource||11/03/2021 - 12:23pm|
|Domain appropriateness and skepticism in viable argumentation||Resource||11/03/2021 - 12:20pm|
|Eliminating counterexamples: A case study intervention for improving adolescents’ ability to critique direct arguments||Resource||11/03/2021 - 12:11pm|
|Eliminating counterexamples: An intervention for improving adolescents’ contrapositive reasoning||Resource||11/03/2021 - 12:08pm|
|NCTM Presentation Line of "Good" Fit in Grade 8 Classrooms||Resource||11/03/2021 - 12:04pm|