dc.date.accessioned | 2023-02-21T09:27:10Z | |
dc.date.available | 2023-02-21T09:27:10Z | |
dc.date.created | 2023-02-15T10:52:07Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Nilsen, K. K. (2022). In-Service Teachers’ Perception of the Usefulness of Analyzing their Lower Secondary Students’ Written Argumentation. Journal of the International Society for Teacher Education, 26 (2). | en_US |
dc.identifier.issn | 2521-6015 | |
dc.identifier.uri | https://hdl.handle.net/11250/3052635 | |
dc.description.abstract | 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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | International Society for Teacher Education | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | In-Service Teachers’ Perception of the Usefulness of Analyzing their Lower Secondary Students’ Written Argumentation | en_US |
dc.title.alternative | In-Service Teachers’ Perception of the Usefulness of Analyzing their Lower Secondary Students’ Written Argumentation | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2022 Journal of the International Society for Teacher Education | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.subject.nsi | VDP::Matematikk og Naturvitenskap: 400::Matematikk: 410 | |
dc.source.volume | 26 | en_US |
dc.source.journal | Journal of the International Society for Teacher Education | en_US |
dc.source.issue | 2 | en_US |
dc.identifier.doi | https://doi.org/10.26522/jiste.v26i2.4020 | |
dc.identifier.cristin | 2126221 | |
cristin.qualitycode | 1 | |