eCite Digital Repository

Developing primary students' argumentation skills in inquiry based mathematics classrooms

Citation

Fielding-Wells, J and Makar, K, Developing primary students' argumentation skills in inquiry based mathematics classrooms, Proceedings of the 2012 International Conference of the Learning Sciences, 2 - 6 July 2012, Sydney, Australia, pp. 154-156. ISBN 978-0-578-10704-2 (2012) [Refereed Conference Paper]


Preview
PDF
Restricted - Request a copy
314Kb
  

Copyright Statement

Copyright 2012 International Society of the Learning Sciences

Official URL: http://www.isls.org/icls2012/

Abstract

Most educational research on argumentation comes from science, with argumentation in mathematics tending to focus on proof. We contend that argumentation can be used productively in learning mathematics even at the primary level. A research study was designed to explore children‘s development of argumentation in an Australian primary mathematics classroom. The classroom of 23 children (aged 9-10) had regularly used an inquiry-based approach to address extended, complex, ill-structured problems. The children‘s discussions and use of evidence is reported as they considered contentious media claims. The results of the design-based research study suggest that the children became proficient with Toulmin‘s argument framework (simplified). They were able to use this framework to plan, implement and defend the outcomes of a mathematical investigation they designed to provide evidence for or against the media claims. The paper highlights benefits and challenges with which student grappled while making and substantiating their final claims.

Item Details

Item Type:Refereed Conference Paper
Keywords:argumentation, primary, mathematics, inquiry-based learning
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)
Author:Makar, K (Dr Katie Makar)
ID Code:88305
Year Published:2012
Deposited By:Education
Deposited On:2014-01-28
Last Modified:2017-10-04
Downloads:0

Repository Staff Only: item control page