Supporting grades 1–8 pre-service teachers’ argumentation skills: constructing mathematical arguments in situations that facilitate analyzing cases

Zambak, Vecihi S.; Magiera, Marta T.

doi:10.1080/0020739x.2020.1762938

Cited by 9 publications

(6 citation statements)

References 41 publications

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“…Toulmin (2003) clarified argument structure by describing three interrelated core components of an argument: conclusion, data, and warrant. The conclusion is the claim, a statement that is being argued for (Zambak & Magiera, 2020). During the argumentation process, data that support the claim are produced.…”

Section: Literaturementioning

confidence: 95%

“…Consequently, generalising these findings to contexts beyond undergraduate mathematics should be approached with caution, and it necessitates a broader range of studies across various settings for validation (Vogel et al, 2022). It is important to acknowledge that their focus on students' written responses may have limitations in assessing students' reasoning skills, as written responses might not always accurately represent their cognitive processes (Zambak & Magiera, 2020). Future research should consider incorporating alternative methodologies, such as teaching context, types of educational activities, content courses, pedagogical knowledge, or equivalent measures as more comprehensive indicators.…”

Section: Students' Abilities During Mathematical Argumentationmentioning

confidence: 99%

“…al., 2018; Inglis & Mejia-Ramos, 2009a; Inglis & Mejia-Ramos, 2009b;Iwuanyanwu & Ogunniyi, 2020;Kollar et al, 2014;Schwaighofer et al, 2017;Sommerhoff et al, 2021;Tristanti & Nusantara, 2022;Vogel et al, 2022;Zambak & Magiera, 2020;). On the other hand, Demiray and Bostan (2017) used a cross-sectional survey design to examine the competence of Turkish pre-service middle school math teachers in conducting valid proofs for statements about numbers and algebra Renninger et al (2023).…”

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confidence: 99%

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Mathematical Argumentation in Higher Education: A Systematic Literature Review

Kartika,

Warmi,

Urayama

et al. 2024

JUTLP

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Interest in research on mathematical argumentation is increasing, leading to growth in the field. However, empirical research on mathematical argumentation in higher education presents challenges in organising a comprehensive overview due to its diversity and variety of underlying themes and tasks. Therefore, the aim of this study is to provide a systematic review of studies that focus on mathematical argumentation in higher education. We conducted a systematic literature review with the guiding questions: "What are the characteristics of tasks used for mathematical argumentation?" and "What themes are being explored in studies on mathematical argumentation in higher education?" The results of this review indicate a strong correlation among mathematical argumentation in higher education, mathematical proof tasks, and instructional design. Additionally, empirical studies conducted between 1995 and 2023 have identified four primary research themes encompassing student abilities, collaboration, designing and teaching, and assessment. Our analysis offers a detailed examination and appraisal of each of these themes and associated tasks, in conjunction with current trends, facilitating a more organized understanding of this multifaceted research discipline.

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Section: Literaturementioning

confidence: 95%

Section: Students' Abilities During Mathematical Argumentationmentioning

confidence: 99%

mentioning

confidence: 99%

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Mathematical Argumentation in Higher Education: A Systematic Literature Review

Kartika,

Warmi,

Urayama

et al. 2024

JUTLP

View full text Add to dashboard Cite

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“…A claim is considered a student's statement on solving the problem, and evidence is information collected and used to support the truth of a claim. While the reason is defined as that presented by students to reduce uncertainty and to clarify/state the overall problem solving of all problems that may occur (Zambak & Magiera, 2020). From this perspective, we designed a framework by questioning the components of the argument using Polya's problem-solving steps and the CER model of argumentation.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Quality of Arguments in Students’ Mathematical Problem Solving

Kartika¹,

Budiarto²

2022

Unibulletin

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Background/purpose -Argumentation plays an essential role in higherorder activities and in the communication of mathematical knowledge. Although the purposes of argumentation have piqued the interest of many researchers, few have simultaneously investigated the quality of argument in students' mathematical problem solving.Materials/methods -In this case study, 41 middle school students in Indonesia solved an argumentative task. The students' responses were then analyzed for the quality of their arguments. In line with the study's goal of assessing the quality of the students' arguments in mathematical problem solving, their responses were coded according to the Polya method and the CER model.Results -The results revealed that more than half of the students misunderstood the given mathematical problems, which were not appropriately evidenced or reasoned in their response.Conclusion -These results indicate that further handling is needed to improve the quality of students' arguments and to develop the importance of activities that support students in explaining, justifying, and correcting their reasoning during mathematical argumentation.

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“…Argumentation have been described by various studies (Brown, 2017;Cervantes-Barraza et al, 2020;Suhendra, 2015;Walidah et al, 2019;Zambak & Magiera, 2020) and become one of the important goals that will or want to be achieved in mathematics education. Argumentation is defined as a statement constructed by students individually with accompanied by logical and relevant evidence (Ruggiero, 2014).…”

Section: Introductionmentioning

confidence: 99%

Senior high school students’ argumentation in proving mathematical induction based on mathematical abilities

Walidah,

Susanti

2021

IJTLM

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Argumentation and proof are two interrelated elements in mathematics, which is one of the important goals in mathematics education. Furthermore, these also need to be supported by students' mathematical abilities, so that it has implications for proving they did. This qualitative research will be explained descriptively which aims to find out senior high school students' argumentation in proving mathematical induction. This research subjects consisted of six senior high school students in Surabaya who had low, medium, and high mathematical abilities. Research data were collected through a written test about proving mathematical induction. Then, the data analysis will be carried out, including: sorting the data, presenting the data, and making conclusions. The results shows that senior high school students who have medium and high mathematical abilities can proving mathematical induction which bring up claims, evidence, and reasoning in their argumentation. Meanwhile, senior high school students who have low mathematical abilities can proving mathematical induction which only bring up claims and evidence in their argumentation.

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Supporting grades 1–8 pre-service teachers’ argumentation skills: constructing mathematical arguments in situations that facilitate analyzing cases

Cited by 9 publications

References 41 publications

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Mathematical Argumentation in Higher Education: A Systematic Literature Review

Assessing the Quality of Arguments in Students’ Mathematical Problem Solving

Senior high school students’ argumentation in proving mathematical induction based on mathematical abilities

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