Supporting mathematical argumentation in AI-integrated lessons: networking instrumental orchestration and teacher noticing

Abstract Artificial intelligence (AI) offers new opportunities to support students’ mathematical argumentation in classrooms. We illustrate how a secondary teacher supports collective argumentation in AI-integrated lessons. This study proposes a networking approach between instrumental orchestration and teacher noticing. We identified four types of whole-class orchestrations—Spot-and-share, Sherpa-at-work, Discuss-the-screen, and Explain-the-screen—to support collective argumentation and various foci of noticing of students’ argumentation within and across the orchestrations. In Spot-and-share, the teacher interpreted AI-generated analyses of student arguments and identified critical events with potential to facilitate collective argumentation. In Sherpa-at-work, she asked students to explain their arguments and interpreted the mathematical ideas and argument components embedded in their responses. She requested further explanation when students presented incorrect warrants and summarized valid warrants while inviting the class to evaluate the warrants. In Discuss-the-screen, the teacher evaluated the influence of students’ prior contributions on the developing argument and invited the class to provide backing or rebuttals. In doing so, she reorganized students’ contributions in relation to the developing argument and extended the argument structure. In Explain-the-screen, she integrated students’ prior contributions into the emerging argument and guided the class toward a shared conclusion. We propose that networking instrumental orchestration and noticing provides a productive approach for analyzing teachers’ practices to facilitate collective argumentation in AI-integrated lessons. Our findings also offer implications for research and practice on teacher expertise in supporting collective argumentation in AI-integrated instruction.