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'If it doesn't have an apex it's not a pyramid': Argumentation as a bridge to mathematical reasoning
conference contribution
posted on 2023-05-23, 10:12 authored by Fielding-Wells, J, Makar, KArgumentation 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.
History
Publication title
Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics EducationEditors
K Beswick, T Muir & J WellsPagination
297-304ISBN
978-1-86295-829-6Department/School
Faculty of EducationPublisher
International Group for the Psychology of Mathematics EducationPlace of publication
Hobart, AustraliaEvent title
The 39th Conference of the International Group for the Psychology of Mathematics EducationEvent Venue
University of Tasmania, Hobart, AustraliaDate of Event (Start Date)
2015-07-13Date of Event (End Date)
2015-07-18Rights statement
Copyright unknownRepository Status
- Restricted