"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning
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|
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.
|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)|
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|Place of publication||Hobart, Australia|
|Editors||K. Beswick, T. Muir and J. Fielding-Wells|
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