In this paper we present a qualitative study in which we analyse how a group of prospective mathematics teachers evaluates written arguments produced by freshman students solving a problem involving graphs. The prospective teachers were attending a course of Mathematics Education for the second year of a master degree in Mathematics. In particular we focus on how prospective teachers in their evaluations look at mathematical content, language, and argumentative structure. The outcomes show, on the one hand, a certain attention to some linguistic aspects, on the other hand, a greater attention to the content than to the argumentative structure of the texts. We suggest that prospective teachers' models for linguistic education are often the standard ones, based on conformity to grammar or style rather than on adequacy with respect to goals.

On prospective teachers' evaluations of freshman students' written arguments

Cristina Coppola;Pier Luigi Ferrari;Annamaria Miranda
2022-01-01

Abstract

In this paper we present a qualitative study in which we analyse how a group of prospective mathematics teachers evaluates written arguments produced by freshman students solving a problem involving graphs. The prospective teachers were attending a course of Mathematics Education for the second year of a master degree in Mathematics. In particular we focus on how prospective teachers in their evaluations look at mathematical content, language, and argumentative structure. The outcomes show, on the one hand, a certain attention to some linguistic aspects, on the other hand, a greater attention to the content than to the argumentative structure of the texts. We suggest that prospective teachers' models for linguistic education are often the standard ones, based on conformity to grammar or style rather than on adequacy with respect to goals.
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4809932
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact