The Teacher’s Strides for Assisting Students’ Thought in Constructing Mathematics Argumentation

DOI

10.2991/assehr.k.201017.069How to use a DOI?

Keywords

scaffolding, mathematics argumentation, student thought, teachers pedagogy

Abstract

Playing a crucial role in motivating students that connecting with makes mathematics argumentation is a teacher’s job. Some evidence that shows significant student commitment occurs more often in classrooms that centralized to the student. The teacher gathers with the students mutually share argumentation about how to conceive about mathematics concepts that were usually writing in the story problem. However, the teacher is dominating instructional in the class and also scramble to assist student investigation effectively. This paper provides a scaffold of teacher strides specific to investigating how a student makes his argumentation with the correct language and systematically based on the problems they read; the teacher strides for assisting student thought to scaffold. The analysis of four instructors’ performances of junior high school students (ages 12–15) shows a research-based unit on ratio and linear equation. The scaffolding organizes pedagogical strides into four categories, eliciting, responding, facilitating, and extending, and then locates individual steps within each group on a continuum according to their goods for assisting student thought. In this means, the teachers’ stride scaffold depicts how many teacher strides can collaborate to preserve an investigation-oriented sphere. We break the context with the teacher’s steps that show the scaffolding and stages of student argumentation

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Herfa Maulina Dewi Soewardini
AU  - Hery Setiyawan
AU  - Suprihatien
AU  - Endrayana Putut Laksminto Emanuel
PY  - 2020
DA  - 2020/10/20
TI  - The Teacher’s Strides for Assisting Students’ Thought in Constructing Mathematics Argumentation
BT  - Proceedings of the International Conference on Community Development (ICCD 2020)
PB  - Atlantis Press
SP  - 312
EP  - 316
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201017.069
DO  - 10.2991/assehr.k.201017.069
ID  - Soewardini2020
ER  -