"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning

Journal article


Fielding-Wells, Jill and Makar, Katie. (2015) "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. 2, pp. 297 - 304.
AuthorsFielding-Wells, Jill and Makar, Katie
Abstract

Argumentation offers potential for students to engage in deep scientific learning, and to be enculturated into the practices of science. The need to make a claim, provide evidence, and justify the claim using evidence, serves to deepen students‟ scientific reasoning. The research reported here introduces a model of argumentation to a class of Year 5 students through a geometry problem: “Can a pyramid have a scalene face?”. Observations suggest that many of the benefits of classroom argumentation practices in science may be apparent in mathematics education.

Year2015
JournalProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
Journal citation2, pp. 297 - 304
PublisherUniversity of Tasmania
Page range297 - 304
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationHobart, Australia
EditorsK. Beswick, T. Muir and J. Fielding-Wells
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https://acuresearchbank.acu.edu.au/item/89808/-if-it-doesn-t-have-an-apex-it-s-not-a-pyramid-argumentation-as-a-bridge-to-mathematical-reasoning

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