"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.
Authors | Fielding-Wells, Jill and Makar, Katie |
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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. |
Year | 2015 |
Journal | Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education |
Journal citation | 2, pp. 297 - 304 |
Publisher | University of Tasmania |
Page range | 297 - 304 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | Hobart, Australia |
Editors | K. 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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