Mathematical Argumentation in Middle School: Bridging from Professional Development to Classroom Practice

中学数学论证是一个探索性的项目，与教师合作，以增加他们的数学知识，在中学教学。 除了几何和代数，专业发展的重点是数学论证在中学的作用和增加论证的策略。该项目的研究部分提供了教师如何利用他们的数学知识，以增加在课堂上的论证，并帮助学生建立数学论证技能的见解。 此外，该项目还研究了学生的推理能力、沟通能力和数学知识等成果。项目研究人员使用定性和定量的方法，确保他们拥有高质量的数据和分析，从而为以下研究问题提供见解：1）教师在课堂教学中如何使用他们从专业发展（PD）经验中学到的东西？2)教师在多大程度上？使用项目材料和他们在PD中学到的东西，在课堂话语中进行数学论证？3)学生在课堂上参与论证是否获得了数学概念的理解？根据以前的研究，有足够的证据表明，课堂上的辩论确实增加了研讨会的参与者，但研究人员正在寻求更好地了解教师如何利用他们的知识和项目材料来制定这样一个重要的变化，在数学课和学生的学习。专业发展使用动态软件几何画板，精心设计的几何课程单元和学生材料，以帮助教师了解如何建立一个支持数学建模，论证和讨论的课堂环境。 该研究是在课堂上进行的，评估了促进论证的专业发展的各个组成部分。该项目为教师如何利用他们的数学知识在课堂上实施变革提供了见解。 该项目正在制定有效的专业发展战略，一个强调论证的中学几何课程单元和相关材料。 本研究旨在解释教师如何运用他们的知识和材料，并提供学生如何通过论证发展概念知识的信息。

Mathematical Argumentation in the Middle School is an exploratory project that is working in collaboration with teachers to increase their knowledge of mathematics for teaching in middle school. In addition to geometry and algebra, the professional development is focusing on the role of mathematical argumentation in the middle school and strategies for increasing argumentation. The research component of the project is providing insights into how teachers use their mathematical knowledge to increase argumentation in the classroom and to help students build skills in mathematical argumentation. In addition, the project is studying student outcomes such as reasoning, communication skills, and mathematical knowledge.The project researchers are using both qualitative and quantitative methodologies to ensure that they have high quality data and analysis that will provide insights into the following research questions: 1) How do teachers use what they learn from the professional development (PD) experiences when they teach in the classroom? 2) To what extent does teachers? use of the project materials and what they learn in the PD result in mathematical argumentation in their classroom discourse? 3) Do students gain conceptual understanding of the mathematics as a result of their participation in argumentation in the classroom? Based on previous research, there is adequate evidence to believe that argumentation in the classroom does increase for participants in the workshop, but the researchers are seeking a better understanding of how teachers use their knowledge and the project materials to enact such an important change in mathematics lessons and in student learning. The professional development uses the dynamic software Geometers' Sketchpad, a carefully-designed, geometry curricular unit, and student materials to help teachers see how to set up a classroom environment that supports mathematical conjectures, arguments, and discussion. The research is done in the classroom and assesses the various components of the professional development in promoting argumentation.The project is providing insights into how teachers use their mathematical knowledge to implement changes in the classroom. The project is creating effective professional development strategies, a middle school curriculum unit on geometry that emphasizes argumentation, and associated materials. The research is explaining how teachers use their knowledge and the materials and providing information on how students' conceptual knowledge develops through argumentation.