The Teacher's Strides for Assisting Students' Thought in Constructing Mathematics Argumentation

Soewardini, Herfa Maulina Dewi (2020) The Teacher's Strides for Assisting Students' Thought in Constructing Mathematics Argumentation. Atlantis Press. (Unpublished)

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Abstract

Abstract. Playing a crucial role in motivating students that connecting with makes mathematics argumentation is a teacher's job. Some evidence that shows significant student commitment occurs more often in classrooms that centralized to the student. The teacher gathers with the students mutually share argumentation about how to conceive about mathematics concepts that were usually writing in the story problem. However, the teacher is dominating instructional in the class and also scramble to assist student investigation effectively. This paper provides a scaffold of teacher strides specific to investigating how a student makes his argumentation with the correct language and systematically based on the problems they read; the teacher strides for assisting student thought to scaffold. The analysis of four instructors' performances of junior high school students (ages 12–15) shows a research-based unit on ratio and linear equation. The scaffolding organizes pedagogical strides into four categories, eliciting, responding, facilitating, and extending, and then locates individual steps within each group on a continuum according to their goods for assisting student thought. In this means, the teachers' stride scaffold depicts how many teacher strides can collaborate to preserve an investigation-oriented sphere. We break the context with the teacher's steps that show the scaffolding and stages of student argumentation Keywords: scaffolding, mathematics argumentation, student thought, teachers pedagogy

Item Type:	Other
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Language and Science > Mathematic Education Study Program
Depositing User:	Sulimin BP3
Date Deposited:	25 Mar 2024 01:50
Last Modified:	25 Mar 2024 01:50
URI:	http://erepository.uwks.ac.id/id/eprint/17645

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