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'Mathematics is just 1 + 1 = 2, what is there to argue about?': Developing a framework for argument-based mathematical inquiry
conference contribution
posted on 2023-05-23, 11:22 authored by Fielding-Wells, JOne potential means to develop students’ contextual and conceptual understanding of mathematics is through Inquiry Learning. However, introducing a problem context can distract from mathematical content. Incorporating argumentation practices into Inquiry may address this through providing a stronger reliance on mathematical evidence and reasoning. This paper presents a framework derived from the implementation of multiple, successive Argument-Based Inquiry units to 8-10 year olds. Three key knowledge domains are identified: mathematical, contextual and argumentation knowledge. Key components and roles of each domain are addressed and offered as an initial framework for further research.
History
Publication title
Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)Editors
B White, M Chinnappan, S TrenholmPagination
214-221ISBN
978-1-920846-29-9Department/School
Faculty of EducationPublisher
Mathematics Education Research Group of AustralasiaPlace of publication
AustraliaEvent title
39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 39)Event Venue
Adelaide, AustraliaDate of Event (Start Date)
2016-07-03Date of Event (End Date)
2016-07-07Rights statement
Copyright unknownRepository Status
- Restricted