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'Mathematics is just 1 + 1 = 2, what is there to argue about?': Developing a framework for argument-based mathematical inquiry

Citation

Fielding-Wells, J, 'Mathematics is just 1 + 1 = 2, what is there to argue about?': Developing a framework for argument-based mathematical inquiry, Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 3-7 July 2016, Adelaide, Australia, pp. 214-221. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper]


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Abstract

One potential means to develop studentsí 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.

Item Details

Item Type:Refereed Conference Paper
Keywords:mathematics education, inquiry-based learning, argumentation
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Fielding-Wells, J (Dr Jill Wells)
ID Code:111512
Year Published:2016
Deposited By:Education
Deposited On:2016-09-19
Last Modified:2017-06-08
Downloads:0

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