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Identifying core elements of argument-based inquiry in primary mathematics learning

Citation

Fielding-Wells, J, Identifying core elements of argument-based inquiry in primary mathematics learning, Mathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, 28 June - 2 July 2015, University of the Sunshine Coast, Sippy Downs, QLD, pp. 229-236. (2015) [Refereed Conference Paper]


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Copyright Statement

Copyright 2015 Mathematics Education Research Group of Australasia

Official URL: http://www.merga.net.au/node/38?year=2015

Abstract

Having students address mathematical inquiry problems that are ill-structured and ambiguous offers potential for them to develop a focus on mathematical evidence and reasoning. However, students may not necessarily focus on these aspects when responding to such problems. Argument-Based Inquiry is one way to guide students in this direction. This paper draws on an analysis of multiple primary classes to describe core elements in Argument-Based Inquiry in mathematics.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Learning Sciences
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner Development
Author:Fielding-Wells, J (Dr Jill Wells)
ID Code:102049
Year Published:2015
Deposited By:Education
Deposited On:2015-07-24
Last Modified:2018-04-06
Downloads:167 View Download Statistics

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