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dc.contributor.advisorChairperson, Graduate Committee: Jennifer Luebecken
dc.contributor.authorNordby, Kimen
dc.date.accessioned2014-01-27T16:22:17Z
dc.date.available2014-01-27T16:22:17Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2903en
dc.description.abstractThis research investigated pre-service secondary teachers understanding of the term viable argument a new term introduced with the Common Core Standards. The research investigated how they define and understand viable argument, how they construct arguments, and how they evaluate mathematical arguments. The research was conducted using semi-structured interviews with five pre-service teachers that have completed the majority of their mathematical coursework. The results showed that the pre-service teachers compared viable arguments to mathematical proof and they recognized both similarities and differences between these terms. The participants were found to have the understanding of proof, reasoning, and argumentation that will be needed to implement the recommendations of the Common Core Standards.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshStudent teachersen
dc.subject.lcshComprehensionen
dc.subject.lcshEducation--Standardsen
dc.titleInvestigating viable arguments : pre-service mathematics teachers' construction and evaluation of argumentsen
dc.typeDissertationen
dc.rights.holderCopyright 2013 by Kim Nordbyen
thesis.catalog.ckey2503473en
thesis.degree.committeemembersMembers, Graduate Committee: Elizabeth Burroughs; Brian Lindaman; Warren Esty; John J. Borkowskien
thesis.degree.departmentMathematical Sciences.en
thesis.degree.genreDissertationen
thesis.degree.namePhDen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage205en


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