Field of work

Project title
The Learning Needs of a Preservice Teacher in Argumentation for Critical Mathematics Education

This research proposal is linked to the project Learning about Teaching Argumentation for Critical Mathematics Education (LATACME) at the Western Norway University of Applied Sciences. The main objective of this research is to identify the learning needs of one preservice teacher (PT) from the point of view of different educational stakeholders: peers, relevant mathematics teacher educators, and the schoolteachers who are the PT’s practice supervisors. This research assumes that a “need is the difference between a current state and a desired state” (Sánchez et al., 2012, p. 2165), therefore it will document systematically one PT’s current state before, during and after the implementation of mathematical argumentation tasks, and contrast it with a desired state of PTs learning for good argumentation development. That desired state will come initially from a literature review in three teacher education dimensions that affect argumentation for Critical Mathematics Education (CME): modelling, Information and Communications Technology (ICT) and multilingual classrooms.
Understandings about the desired state will be developed further from the educational stakeholders’ input about the challenges a PT faces when implementing mathematical argumentation tasks using ICT and modelling for CME within the particular scenario of multilingual classrooms. This needs assessment follows a single case study methodology and the current and desired state data will be collected from interviews, class observations and task assignment papers. It will contribute to deep theoretical and practical learning in CME in multilingual mathematics classrooms by understanding the perceptions of diverse educational stakeholders about what good argumentation is, which will be consolidated in a three-dimensional desired state that can be used in teacher education. It will also exemplify a particular understanding about how a PT’s views on good argumentation transit from a current to a desired state. Finally, it could provide some elements to support teacher education in CME by developing connections between theory and practice, and in consideration of participants’ needs, which is significant for teacher education development (Porlán et al., 2001).
Porlán, R., Martin del Pozo, R., Martín, J., & Rivero, A. (2001). La Relación Teoría-Práctica en la Formación Permanente del Profesorado. Sevilla: Díada.
Sánchez, B., Torres, J., Fonseca, J., Rodríguez, J., P, P., & Hernández, E. (2012). Necesidades de formación en investigación y características del profesor investigador. Memorias del III

Research areas

  • Critical Mathematics Education

Research groups