Normen bei der Bewertung von Argumenten – Bewertungskriterien und Bewertungstypen von Lehrpersonen

Mathematical justifications or arguments are characterized by the fact that they are factual, i.e., valid. Thus, a mathematical argument should be independent of individual opinions. According to this perspective, mathematical arguments are either true or false. That this view is not sufficient from a didactic perspective may already be clear from experience when different people evaluate a mathematical argument differently. This has also already been scientifically proven. However, which norms or criteria (can) play a role in the evaluation of arguments in detail has been less investigated. Accordingly, the question arises which criteria teachers (can) use in their practice and whether there are evaluation patterns, i.e. evaluation types of teachers, which consider arguments from different perspectives. Based on a mixed-methods approach, which combines approaches from interpretative research and quantitative approaches to data analysis, this paper reconstructs different evaluation types of teachers when evaluating different arguments to a task from the field of probability theory.