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/).
Cite this article
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 -