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'If it doesn't have an apex it's not a pyramid': Argumentation as a bridge to mathematical reasoning

Citation

Fielding-Wells, J and Makar, K, 'If it doesn't have an apex it's not a pyramid': Argumentation as a bridge to mathematical reasoning, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 297-304. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]


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Abstract

Argumentation offers potential for students to engage in deep scientific learning, and to be enculturated into the practices of science. The need to make a claim, provide evidence, and justify the claim using evidence, serves to deepen studentsí scientific reasoning. The research reported here introduces a model of argumentation to a class of Year 5 students through a geometry problem: "Can a pyramid have a scalene face?". Observations suggest that many of the benefits of classroom argumentation practices in science may be apparent in mathematics education.

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:Teaching and Instruction
Objective Field:Pedagogy
Author:Fielding-Wells, J (Dr Jill Wells)
ID Code:102054
Year Published:2015
Deposited By:Education
Deposited On:2015-07-24
Last Modified:2018-03-23
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