Investigating mathematics teachers' noticing during collaborative mathematical argumentation analysis on quadrilaterals

Date

2026-2-27

Author

Çatman Aksoy, Emine

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The purpose of this study is to examine mathematics teachers’ collective noticing during collaborative analysis of mathematical argumentation, a core component of a designed learning environment to support teachers’ in-the-moment noticing of students’ mathematical arguments in the context of quadrilaterals. The learning environment involves fostering mathematical argumentation in the classroom and its collaborative analysis using Toulmin’s model of argumentation. Its theoretical design and anticipated learning mechanisms are articulated through a conjecture map. This qualitative case study is situated within an educational design research implemented in the spring semester of the 2021-2022 academic year. The participants were three volunteer middle school mathematics teachers. Multiple data sources included video recordings of the collaborative argumentation analysis sessions and associated argumentation schemas; video recordings of the classroom implementations; teacher-captured videos with follow-up interviews; and teachers’ initial and revised lesson plans. Qualitative methods were used to analyze what and how teachers notice during collaborative argumentation analysis, as well as the nature of their instructional decisions. Findings indicate that the teachers made both content and argumentation-related inferences during the collaborative mathematical argumentation analysis sessions. These interpretations were grounded in identifying the argument components, questioning them, or the argumentation process as a whole. These findings highlight how collaborative analysis of classroom argumentation supports teachers’ collective noticing of key features of mathematical arguments and argumentation within a specific mathematical content domain, while also providing illustrative examples of how specific elements of the conjecture map may work in practice to inform and shape teachers’ in-the-moment noticing and instructional practices.

Subject Keywords

Collective noticing, Argumentation, Quadrilaterals, Mathematics teacher, Conjecture mapping

URI

https://hdl.handle.net/11511/119039

Collections

Graduate School of Natural and Applied Sciences, Thesis