Examining pre-service mathematics teachers’ argumentation-supported lesson plans and their noticing during planning

References

• Amador, J. M. (2020). Teacher leaders’ mathematical noticing: Eliciting and analyzing. International Journal of Science and Mathematics Education, 18(2), 295–313. https://doi.org/10.1007/s10763-019-09956-5
   Web of Science ®Google Scholar
• Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the west. Journal of Mathematics Education, 2(2), 147–164. https://doi.org/10.12691/education-6-1-1
   Google Scholar
• Ayalon, M. (2019). Exploring changes in mathematics teachers’ envisioning of potential argumentation situations in the classroom. Teaching and Teacher Education, 85, 190–203. https://doi.org/10.1016/j.tate.2019.06.019
   Web of Science ®Google Scholar
• Ayalon, M., & Hershkowitz, R. (2018). Mathematics teachers’ attention to potential classroom situations of argumentation. The Journal of Mathematical Behavior, 49, 163–173. https://doi.org/10.1016/j.jmathb.2017.11.010
   Web of Science ®Google Scholar
• Ayalon, M., Naftaliev, E., Levenson, E. S., & Levy, S. (2020). Prospective and in-service mathematics teachers’ attention to a rich mathematics task while planning its implementation in the classroom. International Journal of Science and Mathematics Education, 19, 1695–1716. https://doi.org/10.1007/s10763-020-10134-1
   Web of Science ®Google Scholar
• Bowen, G. A. (2006). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
   Google Scholar
• Bryman, A. (2012). Social research methods (4th ed.). Oxford University Press.
   Google Scholar
• Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically. Integrating arithmetic and algebra in elementary schools. Heinemann.
   Google Scholar
• Choy, B. H., Thomas, M. O. J., & Yoon, C. (2017). The FOCUS framework: Characterising productive noticing during lesson planning, delivery and review. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 445–466). Springer.
   Google Scholar
• Cirillo, M., Steele, M. D., Otten, S., Herbel-Eisenmann, B. A., McAneny, K., & Riser, J. Q. (2014). Teacher discourse moves: Supporting productive and powerful discourse. In K. Karp (Ed.), Annual perspectives in mathematics education (APME) 2014: Using research to improve instruction. National Council of Teachers of Mathematics.
   Google Scholar
• Clements, D. H. (2003). Teaching and learning geometry. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 151–178). National Council of Teachers of Mathematics.
   Google Scholar
• Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective 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
   Web of Science ®Google Scholar
• Fisher, M. H., Thomas, J., Jong, C., Schack, E. O., & Dueber, D. (2019). Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms. School Science and Mathematics, 119(3), 142–149. https://doi.org/10.1111/ssm.12324
   Web of Science ®Google Scholar
• Fujita, T., & Jones, K. (2007). Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1), 3–20. https://doi.org/10.1080/14794800008520167
   Google Scholar
• Hawthorne, C. W. (2016). Teachers’ understanding of algebraic generalization [Unpublished doctoral dissertation]. San Diego University.
   Google Scholar
• Inglis, M., Mejia-Ramos, J. P., & Simpson, A. (2007). Modelling mathematical argumentation: The importance of qualification. Educational Studies in Mathematics, 66(1), 3–21. https://doi.org/10.1007/s10649-006-9059-8
   Google Scholar
• Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://doi.org/10.5951/jresematheduc.41.2.0169
   Web of Science ®Google Scholar
• Jacobs, V. R., Lamb, L. L., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 97–116). Routledge.
   Google Scholar
• Kosko, K. W., Rougee, A., & Herbst, P. (2014). What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? Mathematics Education Research Journal, 26(3), 459–476. https://doi.org/10.1007/s13394-013-0116-1
   Google Scholar
• Krummheuer, G. (1995). The ethnography of argumentation. In P. Cobb & H. Bauersfeld (Eds.), Emergence of mathematical meaning (pp. 229–269). Lawrence Erlbaum.
   Google Scholar
• Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex. Journal of Teacher Education, 64(3), 226–243. https://doi.org/10.1177/0022487112473837
   Web of Science ®Google Scholar
• Lee, M. Y. (2020). The potential relationship between clinical interview skills and mathematics teacher noticing: An exploratory study. International Journal of Science and Mathematics Education, 18, 1–22. https://doi.org/10.1007/s10763-019-09951-w
   Web of Science ®Google Scholar
• Lee, M. Y., & Choy, B. (2017). Mathematical teacher noticing: The key to learning from lesson study. In E. O. Schack, J. Wilhelm, & M. H. Fisher (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 121–140). Springer.
   Google Scholar
• Lin, M., & Wu, C. (2007). Uses of examples in geometric conjecturing. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceedings of the 31st conference of the international group for the psychology of mathematics education (pp. 209–216). PME.
   Google Scholar
• Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Scaffolding norms of argumentation–based inquiry in a primary mathematics classroom. ZDM Mathematics Education, 47(7), 1107–1120. https://doi.org/10.1007/s11858-015-0732-1
   Google Scholar
• Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge Falmer.
   Google Scholar
• Melhuish, K., Thanheiser, E., & Fagan, J. (2019). The student discourse observation tool: Supporting teachers in noticing justifying and generalizing. Mathematics Teacher Educator, 7(2), 57–74. https://doi.org/10.5951/mathteaceduc.7.2.0057
   Google Scholar
• Melhuish, K., Thanheiser, E., & Guyot, L. (2020). Elementary school teachers’ noticing of essential mathematical reasoning forms: Justification and generalization. Journal of Mathematics Teacher Education, 23(1), 35–67. https://doi.org/10.1007/s10857-018-9408-4
   Web of Science ®Google Scholar
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
   Google Scholar
• Miller, K. (2011). Situation awareness in teaching: What educators can learn from videobased research in other fields? In M. G. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing (pp. 51–65). Routledge.
   Google Scholar
• Ministry of National Education. (2018). Primary mathematics curriculum (Grade 1, 2, 3, 4, 5, 6, 7 and 8). MEB Yayınları.
   Google Scholar
• Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575. https://doi.org/10.1007/s10857-014-9294-3
   Web of Science ®Google Scholar
• Mueller, M., Yankelewitz, D., & Maher, C. (2014). Teachers promoting student mathematical reasoning. Investigations in Mathematics Learning, 7(2), 1–20. https://doi.org/10.1080/24727466.2014.11790339
   Google Scholar
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
   Google Scholar
• National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. NCTM.
   Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluative methods (3rd ed.). Sage.
   Google Scholar
• Sahin, A., & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11(3), 221–241. https://doi.org/10.1007/s10857-008-9071-2
   Google Scholar
• Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140. https://doi.org/10.1007/s10857-007-9029-9
   Google Scholar
• Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachers’ in-themoment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). Routledge.
   Google Scholar
• Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.
   Google Scholar
• Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155
   Web of Science ®Google Scholar
• Simpson, A., & Haltiwanger, L. (2017). This is the first time I’ve done this”: Exploring secondary prospective mathematics teachers’ noticing of students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(4), 335–355. https://doi.org/10.1007/s10857-016-9352-0
   Web of Science ®Google Scholar
• Stylianides, A. L. (2007). Proof and proving in school mathematics. Journal for Research in Mathematics Education, 38(3), 289–321. https://doi.org/10.2307/30034869
   Web of Science ®Google Scholar
• Toulmin, S. E. (2003). The uses of argument. Cambridge University Press. (Original work published 1958).
   Google Scholar
• Usiskin, Z., Griffin, J., Witonsky, D., & Willmore, E. (2008). The classification of quadrilaterals: A study in definition. Information Age Publishing.
   Google Scholar
• van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). Routledge.
   Google Scholar
• Wood, T. (1999). Creating a context for argument in mathematics class. Journal for Research in Mathematics Education, 30(2), 171–191. https://doi.org/10.2307/749609
   Web of Science ®Google Scholar
• Yackel, E. (2002). What we can learn from analyzing the teacher’s role in collective argumentation. The Journal of Mathematical Behavior, 21(4), 423–440. https://doi.org/10.1016/S0732-3123(02)00143-8
   Google Scholar
• Yackel, E. (2004). Theoretical perspectives for analyzing explanation, justification and argumentation in mathematics classrooms. Communications of Mathematical Education, 18(1), 1–18.
   Google Scholar
• Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477. https://doi.org/10.5951/jresematheduc.27.4.0458
   Web of Science ®Google Scholar
• Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage. https://doi.org/10.2307/749877.
   Google Scholar
• Zambak, V. S., & Magiera, M. T. (2018). Pre-service K-8 teachers’ professional noticing and strategy evaluation skills: An exploratory study. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), 1–19. https://doi.org/10.29333/ejmste/92021
   Google Scholar