web01.fireside.fm Fri, 01 May 2026 02:24:49 -0500 Fireside (https://fireside.fm) Mathematics Teacher Educator Podcast - Episodes Tagged with “Professional Development; Pk–12 Teachers; Argumentation” https://mtepodcast.amte.net/tags/professional%20development;%20pk%E2%80%9312%20teachers;%20argumentation Tue, 25 May 2021 05:00:00 -0700 The Mathematics Teacher Educator Podcast accompanies the Mathematics Teacher Educator Journal and co-sponsored by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics en-us episodic Joel Amidon The Mathematics Teacher Educator Podcast accompanies the Mathematics Teacher Educator Journal and co-sponsored by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics no Mathematics Teacher Educator, Mathematics Education, Teacher Education, Mathematics, Education, Teaching, Teacher Education, Math Joel Amidon joel@amidonplanet.com Episode 30: Student Argumentation Work Sample Sorting Task and Teachers’ Evaluations of Arguments https://mtepodcast.amte.net/30 77541fe4-07b9-4875-86cd-6e9dbae2083f Tue, 25 May 2021 05:00:00 -0700 Joel Amidon full 7 Joel Amidon To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers’ thinking about argumentation. Specifically, there is a need to understand more about teachers’ views and evaluations of students’ mathematical arguments as they play out in practice. In this article, we share a tool developed to elicit teachers’ pre- and post evaluations of students’ mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers’ evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences 30:11 no To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers’ thinking about argumentation. Specifically, there is a need to understand more about teachers’ views and evaluations of students’ mathematical arguments as they play out in practice. In this article, we share a tool developed to elicit teachers’ pre- and post evaluations of students’ mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers’ evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences Special Guests: Jillian Cavanna, and Megan Staples. Professional development; PK–12 teachers; Argumentation To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers’ thinking about argumentation. Specifically, there is a need to understand more about teachers’ views and evaluations of students’ mathematical arguments as they play out in practice. In this article, we share a tool developed to elicit teachers’ pre- and post evaluations of students’ mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers’ evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences

Special Guests: Jillian Cavanna, and Megan Staples.

]]> To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers’ thinking about argumentation. Specifically, there is a need to understand more about teachers’ views and evaluations of students’ mathematical arguments as they play out in practice. In this article, we share a tool developed to elicit teachers’ pre- and post evaluations of students’ mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers’ evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences

Special Guests: Jillian Cavanna, and Megan Staples.

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