Published In

Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Document Type

Conference Proceeding

Publication Date



Mathematics -- Study and teaching (Elementary), Effective teaching, Mathematical ability, Mathematics teachers--Training of


We share the case of one teacher engaged in professional development (PD) designed to improve collective argumentation. We present an analysis of two lessons in her classroom, one before and one after her engagement with the professional development. Findings show that the classrooms differ across both teacher support for collective argumentation (requesting ideas and elaboration vs. requesting/acts and methods), and student contributions Oustifications vs. procedures and facts) .


Presented at the Hoosier Association of Mathematics Teacher Educators in Indianapolis, IN.

Persistent Identifier