What is convincing? – Primary student teachers understanding of mathematical arguments

Abstract

A guideline for a semi-structured interview was developed that aims at understanding primary teachers’ knowledge and conceptions towards the field of argumentation and reasoning mathematically. Apart from open questions, a repertory grid was implemented to evaluate students’ reasons and arguments. This approach aims at connecting the teachers’ evaluations of given students’ arguments with their knowledge and conceptions of argumentation. The data analysis of 14 German student teachers for primary education focuses on the question: “What makes a convincing argument?” The student teachers’ views of a convincing argument vary from mathematical correctness and rigour; understandable and clear statements to explanations and illustrations of mathematical phenomena within the argument.