Enhancing secondary-school mathematics teachers’ ability to notice argumentation through an argumentation classroom situations-based course
Abstract This study explores changes in secondary-school mathematics teachers’ noticing of argumentation during a university course designed for this purpose. Thirty-one teachers analyzed written argumentation classroom situations (ACSs) at four points, focusing on two sub-skills: attending to struc...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2025-08-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-025-05531-2 |
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