Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback

Jorge Gaona; Romina Menares

doi:10.29333/ejmste/11425

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Jorge Gaona ¹ ^* , Romina Menares ²

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¹ Centro de Estudios Avanzados, Universidad de Playa Ancha, CHILE² Instituto de Matemáticas, Universidad de Valparaíso, CHILE^* Corresponding Author

Abstract

This article reports the argumentation work of a group of trainee mathematics teachers in an experiment carried out in a virtual class (due to the emergence of COVID-19) during 2020. They worked with a task on fractions in an online assessment system with questions with random parameters and infinite possible correct answers. This was followed by a discussion of the strategies and the justifications, arguments and validations of these strategies and other conjectures that emerged. This article analyzes this work from a qualitative approach using the Mathematical Working Space as a theoretical framework. The results show that the discussion work led the trainee teachers to find interpretations for the algorithms processed by the computer, enhancing epistemic discourse and argumentation in the context of the use of technological artifacts. In turn, the same discourses allowed the future teachers to instrumentalize the processes to be used in new tasks.

Keywords

mathematics education
digital technology
proof and discourse
task design
online teaching/learning strategies

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 12, Article No: em2055

https://doi.org/10.29333/ejmste/11425

Publication date: 17 Dec 2021

Article Views: 1440

Article Downloads: 795

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Gaona, J., & Menares, R. (2021). Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2055. https://doi.org/10.29333/ejmste/11425

Vancouver

Gaona J, Menares R. Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback. EURASIA J Math Sci Tech Ed. 2021;17(12):em2055. https://doi.org/10.29333/ejmste/11425

AMA

Gaona J, Menares R. Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback. EURASIA J Math Sci Tech Ed. 2021;17(12), em2055. https://doi.org/10.29333/ejmste/11425

Chicago

Gaona, Jorge, and Romina Menares. "Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 12 (2021): em2055. https://doi.org/10.29333/ejmste/11425

Harvard

Gaona, J., and Menares, R. (2021). Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2055. https://doi.org/10.29333/ejmste/11425

MLA

Gaona, Jorge et al. "Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 12, 2021, em2055. https://doi.org/10.29333/ejmste/11425