Teaching With Mathematical Argument ― Strategies for Supporting Everyday Instruction

Argumentation leads to deeper understanding

Many students' interest in mathematics fades as they are asked to solve seemingly endless disconnected problems. Despina Stylianou and Maria Blanton show how building daily instruction around mathematical argumentation can enliven your classroom and re-engage your students.

Teaching with Mathematical Argument explores how argumentation-discussing and debating a rich mathematical problem-provides all students a deeper understanding of mathematics. You'll find guidance for:

• understanding what argumentation is and building a classroom culture that supports it
• engaging every student in argumentation, not just "strong" or "high performing" students
• assessing your students' arguments and designing instruction responsive to their learning.

The potential to transform student engagement

At its core, argumentation helps students delve deeply into foundational mathematical concepts, enhancing their understanding and confidence along the way. Research shows that this type of instruction has the potential to transform student engagement and success in mathematics, and so Despina and Maria argue that mathematical arguments should have a far more central role in teaching and learning than most of us have ever considered.

With ideas for structuring discussions and suggested tasks to try, this book will show you how to elevate argumentation in your instruction and harness its power for enhancing student learning.

Despina A. Stylianou is a Professor of Mathematics Education at The City College of New York. She is also the Director of Mathematics in the City, a center for K - 8 professional development focused on mathematics education. Her research interests lie in the area of mathematical cognition; her work explores the mathematical skills, sensibilities, and habits of mind, and actions that are critical to doing, learning, and using mathematics proficiently. Maria Blanton is a Senior Scientist at TERC in Cambridge, Massachusetts. Prior to joining TERC, she was a Professor of Mathematics Education in the STEM Education Department at the University of Massachusetts, Dartmouth. Her work focuses on understanding issues of teacher and student learning associated with algebraic thinking in the elementary grades.