'Universidad de Alicante Servicio de Publicaciones'
Abstract
This study examined changes in secondary mathematics teachers' noticing of argumentation through experiencing a peer assessment cycle. Sixty-one teachers participated in the cycle comprised of (a) analyzing a written argumentative classroom situation (ACS) by using a report format, (b) collaboratively assessing peers' ACS reports using an ACS rubric format, (c) providing feedback to peers, (d) receiving feedback from peers, (e) individually refining the initial ACS reports, and (f) reflecting on their experience. Analysis of teachers' initial and refined ACS reports revealed changes in teachers’ noticing of various dimensions associated with argumentation. The study provides evidence of the potential of the peer assessment process for teachers' learning to notice key aspects of argumentation
