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"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning
Fielding-Wells, Jill Makar, Katie
Fielding-Wells, Jill
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.
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Date
2015
Type
Journal article
Journal
Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
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Volume
2
Issue
Page Range
297-304
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ACU Department
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