The Development of Students’ Mathematical Argumentation in a Primary Classroom

Abstract

-The Development of Students' Mathematical Argumentation in a Primary Classroom 1 . The use of valid argument does not come naturally. It is acquired only through practice. This study was accomplished to provide students intended opportunities of engaging activities for launching argumentation in primary classrooms. The focus of the paper is how argumentation was evolved when students engaged in the conjecturing incorporated into regular mathematics instruction over two consecutive years. Working with a group of 6 teachers was to develop conjecturing tasks and pedagogical strategies to support them in teaching, and then to enhance the quality of students' argumentation when 24 students were in grades 3 and 4. The collected data mainly consisted of conjecturing tasks, audio -and video -taped recordings of classroom observations, and students' worksheets. Results indicate that the evolution of argumentation was identified in two aspects: the characteristics and the quality of the argumentation.

Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education

“…"In an expected classroom where the young students develop skills of persuasive arguments, instead of being an audience for the teachers' reasoning, but needs to provide students the opportunities to learn such argumentation." (Lin, 2018(Lin, , p. 1174.…”

Promoting mathematical proof from collective argumentation in primary school

“…One of his principal findings is that argumentation at the primary school level has a basic structure (the core of argumentation) formed by three elements from Toulmin's model (Toulmin, ): data, conclusion, and warrant. In contrast to Krummheuer's findings, other researchers have found that students in elementary school are able to construct mathematical arguments using all the elements of Toulmin's model (Cervantes‐Barraza & Cabañas‐Sánchez, ; Cervantes‐Barraza, Cabañas‐Sánchez, & Reid, ; Knipping & Reid, ; Lin, ).…”

Argumentation in K-12 Mathematics and Science Education: A Content Analysis of Articles

“…Argumentation as a kind of classroom discourse is useful for developing mathematical knowledge that takes place in classroom conversations and can facilitate the development of learners' knowledge of subject matter (Uygun & Akyuz, 2019). Knowledge in argumentation is also important for logical comprehension and effective communication (Lin, 2018). Moreover, argumentation in mathematics is an essential part of the mathematics discipline and a key indicator of mathematical competence (Graham & Lesseig, 2018).…”

“…According to research in international perspective, in the field of science education, numerous research studies focused on the description of argumentation and the empirical investigation of the argumentation structure or the advancement of argumentative skills in science lessons in schools (Heitmann et al, 2014), whereas the reforms of the curriculum in mathematics education have given rise to an emerging research program on teaching and learning argumentation at various grade levels (Lin, 2018). Particularly, Argumentation at primary and secondary schools has been extensively discussed as a significant way to facilitate learning through the development of social and cognitive processes (Dovigo, 2016).…”