Teachers’ perspectives on mathematical argumentation, reasoning and justifying in calculus classrooms

Sabrina Bersch (1)

1 UNIA - University of Augsburg

An interview study on mathematical argumentation (in a broad sense) was conducted with teachers of upper-secondary calculus classrooms. This paper describes the study’s methods and its results. By using qualitative text analysis, four major categories were created to depict the current state of mathematical argumentation in calculus classrooms. Two dominant problem areas were revealed: Students’ language difficulties and the heterogeneity of students. To address these problems, a learning environment was designed and evaluated in a follow-up study.

Mots clés: Argumentation/Reasoning/Justifying; calculus; secondary school teachers; semi-structured interviews; learning environment

Domaines: Mathématiques [math]; Education

Sabrina Bersch. Teachers’ perspectives on mathematical argumentation, reasoning and justifying in calculus classrooms. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02398015⟩