In-Service Teachers’ Perception of the Usefulness of Analyzing their Lower Secondary Students’ Written Argumentation
Peer reviewed, Journal article
Published version
![Thumbnail](/uia-xmlui/bitstream/handle/11250/3052711/Article.pdf.jpg?sequence=7&isAllowed=y)
View/ Open
Date
2022Metadata
Show full item recordCollections
Original version
Kongshavn, K. N. (2022). In-Service Teachers’ Perception of the Usefulness of Analyzing their Lower Secondary Students’ Written Argumentation. International Society for Teacher Education, 26,(2), 55-68 https://doi.org/10.26522/jiste.v26i2.4020Abstract
This study investigates how in-service teachers perceive analyzing their own lower secondary students’ written argumentation as useful. The participants were lower secondary school teachers enrolled in a university mathematics teaching program. The teachers planned and conducted a teaching lesson and wrote a report concerning the argumentation in their students' written work. The qualitative data consist of reports from in-service teachers and transcriptions of five follow-up interviews. Findings suggest that the teachers perceived the analysis useful for gaining insight into various parts of the students' prerequisites, establishing a basis for facilitating instruction, and acquiring knowledge related to different aspects of proof. The results imply that analyzing students' argumentation can be a meaningful and useful activity for in-service teachers to engage in.