Teacher leaders' noticing of argumentative orchestration

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dc.catalogadorjca
dc.contributor.authorSolar Bezmalinovic, Horacio
dc.contributor.authorGómez Zaccarelli, Florencia
dc.contributor.authorMartínez, María Victoria
dc.contributor.authorOrtiz, Andrés
dc.contributor.authorArriagada Jofré, Victoria Paz
dc.contributor.authorMursell Montenegro, Kurt Heinz
dc.date.accessioned2025-05-06T19:28:14Z
dc.date.available2025-05-06T19:28:14Z
dc.date.issued2025
dc.description.abstractTeacher leaders (TLs) play a pivotal role in monitoring and fostering teacher awareness to enhance the quality of teaching practices, particularly in domains like mathematics education. Within the mathematics curriculum across various nations, this monitoring effort has been channelled towards nurturing crucial competencies such as argumentation among students. While existing literature underscores the significance of instructional support in fostering student argumentation, it’s imperative to recognize that developing a keen sense of noticing extends beyond merely understanding students’ thinking processes. It involves a multifaceted approach encompassing elements like deciphering teacher responses. In the context of a professional development initiative aimed at supporting TLs to promote argumentation within mathematics classrooms, we delved into the participation of novice TLs in a program session. Our goal was to assess their capacity to identify critical events crucial for supporting argumentation in teaching and learning scenarios related to mathematics. During the session, TLs were presented with a video depicting a student argumentation scenario, tasked with recognizing key events and interpreting them in the context of fostering argumentation through instructional support. We employed an adapted noticing scale van Es (in: Sherin MG, Jacobs V, Philipp R (eds) Mathematics teacher noticing: seeing through teachers' eyes, Routledge, Abingdon, pp 134–151, 2011) to evaluate their responses, explicitly focusing on critical events within argumentative orchestration. Findings show that TLs demonstrated an estimable level of proficiency in recognizing essential events of argumentation. Notably, a majority showed an ability to establish meaningful connections between identified critical events and a framework for argumentative orchestration. This suggests promising potential for TLs to support and facilitate argumentation within mathematics education settings effectively.
dc.format.extent29 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1007/s10857-025-09690-6
dc.identifier.urihttps://doi.org/10.1007/s10857-025-09690-6
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/104032
dc.information.autorucFacultad de Matemáticas; Solar Bezmalinovic, Horacio; 0000-0002-1958-8153; 14989
dc.information.autorucFacultad de Educación; Gómez Zaccarelli, Florencia Sofia; 0000-0003-0916-0062; 95167
dc.information.autorucFacultad de Educación; Arriagada Jofré, Victoria Paz; S/I; 1139555
dc.information.autorucS/I; Mursell Montenegro, Kurt Heinz; S/I; 1267934
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaJournal of Mathematics Teacher Education
dc.rightsacceso restringido
dc.subjectTeacher noticing
dc.subjectArgumentation
dc.subjectTeacher support
dc.subjectTeachers leaders
dc.subjectProfessional development
dc.subjectCritical events
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleTeacher leaders' noticing of argumentative orchestration
dc.typeartículo
sipa.codpersvinculados14989
sipa.codpersvinculados95167
sipa.codpersvinculados1139555
sipa.codpersvinculados1267934
sipa.trazabilidadORCID;2025-04-21
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