Supporting mathematical argumentation of pre-school children

Moutsios-Rentzos, Andreas; Shiakalli, Maria Angela; Zacharos, Konstantinos

doi:10.26220/une.2972

Cited by 2 publications

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“…Although there are studies with similar findings in early childhood education (Salgado et al, 2020), few studies have addressed and analyzed the ability and type of mathematical argumentation at such an early age as this one. The results of this study are consistent with those of previous studies (Krummheuer, 2013;Moutsios-Rentzos et al, 2019;Reuter, 2023), which attempt to decipher the way in which children develop mathematical thinking at an early age, showing that the construction of this type of thinking involves both schematic and narrative argumentation.…”

Section: Discussionsupporting

confidence: 90%

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Salgado,

Berciano,

Abad-Villaverde

2024

EURASIA J Math Sci Tech Ed

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In the last decades, the importance of argumentation as a human competence in general and its close relationship with mathematical comprehension in particular has been highlighted. Thus, in this paper we focus our interest on analyzing the argumentation skills shown by three-year-old children in a STEAM classroom experience. For this purpose, a qualitative study was carried out. For data collection, a STEAM task has been designed in which mathematics and science are worked together from the study of the physical properties of water. Specifically, what color and taste of water has by means of two experiments and, subsequently, photos and video-recordings have been collected during the implementation carried out in a classroom with 20 children of three-year-old. All data collect have subsequently been transcribed and categorized. The results indicate that the children, during the experiments done, mainly use arguments based on mathematical language, numerical figures, or make use of words or spelling, although with considerable imprecision in the type of language used. In addition, the experiments carried out have allowed a high percentage of children to change their previous ideas and have a more comprehensive approach to the concepts introduced, highlighting the importance of working on argumentation in early childhood education through contexts, in this case STEAM, which encourage reasoning and proof.

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Section: Discussionsupporting

confidence: 90%

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Salgado,

Berciano,

Abad-Villaverde

2024

EURASIA J Math Sci Tech Ed

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Analysis of Sociomathematical Norms in Mathematics Learning at 113 Junior High School

Ningsih

Maarif

2021

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This study aims to describe the sociomatematical norms that are owned by students when learning mathematics in class. The subjects of this study were students of class VII-A Jakarta 113 Junior High School. The research method used is descriptive qualitative method. This research uses sociomatematical norms questionnaire and interview. Based on the results of the study, there were 9 students who had very good sociomatematical norms categories with a total percentage of indicators of 81% and there were 14 students who had good sociomatematical norms categories with a total percentage of indicators of 72%. The results showed that very good sociomatematical norms owned by students would affect the high results obtained by students in mathematics learning and good sociomatematical norms would affect the moderate and low results obtained by students in learning mathematics.

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Supporting mathematical argumentation of pre-school children

Cited by 2 publications

References 0 publications

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Mathematical argumentation of three-year-old children on a classroom experience based on two STEAM domains

Analysis of Sociomathematical Norms in Mathematics Learning at 113 Junior High School

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