Effects of constructing, critiquing, and revising arguments within university classrooms

Yee, Sean P.; Boyle, Justin D.; Ko, Yi-Yin; Bleiler-Baxter, Sarah K.

doi:10.1016/j.jmathb.2017.11.009

Cited by 14 publications

(1 citation statement)

References 22 publications

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“…it is very important to know because mathematical arguments are related to logical reasoning in compiling and proving valid arguments. The preparation of valid arguments aims to strengthen understanding concepts, minimizing student misconceptions, and getting new ideas (Wood, 2013;Yee, Boyle, Ko, & Bleiler-Baxter, 2018).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

Indrawatiningsih

As’ari

Purwanto

et al. 2020

Journal for the Education of Gifted Young Scientists

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Argumentation is a process of constructing an argument consisting of statement and conclusion. When constructing an argument, students frequently mistake proving a valid argument. This study aimed at locating students' mistakes in solving argumentative problems based on Bloom Taxonomy indicators. This study employed the descriptive quantitative design. The subject of this study involved 72 students of the 10th Grade in a public high school in Pasuruan, East Java, Indonesia. Meanwhile, the instrument used to gather the data was a written test whose validity and reliability was tested using the Cronbach Alpha value of 0.874. The result of the test given to the 72 students was analyzed by reducing, displaying the data, and drawing a conclusion. Based on the findings, it could be concluded that most students did not solve the problems thoroughly due to their procedural and conceptual mistakes in proving a valid argument. The majority of students could achieve the cognitive ability of draw conclusion level, shown by the ratio of student with mathematical argumentation ability test to total students by 0.6. It is advised that the achievement of student's cognitive ability be improved through defragmenting of student's thinking structure in solving a valid argumentative problem.

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Section: Introductionmentioning

confidence: 99%

Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

Indrawatiningsih

As’ari

Purwanto

et al. 2020

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

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Proof and proving in school and university mathematics education research: a systematic review

Stylianides,

Moutsios-Rentzos

2023

ZDM Mathematics Education

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This systematic review aims to provide a complementary to existing synopses of the state-of-the-art of mathematics education research on proof and proving in both school and university mathematics. As an organizing framework, we used Cohen et al.’s triadic conceptualization of instruction, which draws attention not only to the main actors of the didactical process (i.e., the Teacher and Students) and the Content around which the actors’ work is organized (herein, content related to proof and proving), but also to the relationships among the actors and the content. Out of the 103 papers we reviewed, almost half fell in the Student-Content category, which is consistent with the existence of a substantial number of frameworks, methods, and research findings related to students’ engagement with proof and proving. About a quarter of the papers fell in the Student–Teacher-Content category, which reflects an emphasis on viewing instructional practice in proof and proving in a holistic, systemic way. Only few papers fell in the categories that did not include Content in them, namely, the categories of Student, Teacher, and Student–Teacher; this suggests mathematics education research on proof and proving has a strong disciplinary identity, which potentially differentiates it from other mathematics education research strands. About a fifth of the papers were oriented towards ‘breaking ground’ through making an explicit theoretical and/or methodological contribution (Student–Teacher-Content and Content were the main categories where such contributions appeared), whilst the majority of the papers were focused on ‘building ground’ through elaborating or employing existing methodological and/or theoretical approaches.

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Using positioning theory to examine how students collaborate in groups in mathematics

Campbell

Hodges

2020

International Journal of Educational Research

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Effects of constructing, critiquing, and revising arguments within university classrooms

Cited by 14 publications

References 22 publications

Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

Proof and proving in school and university mathematics education research: a systematic review

Using positioning theory to examine how students collaborate in groups in mathematics

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