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Young children’s early deductive reasoning in number: A dialogic and linguistic approach


Murphy, C, Young children's early deductive reasoning in number: A dialogic and linguistic approach, Asia-Pacific Journal of Research in Early Childhood Education, 9, (3) pp. 5-25. ISSN 1976-1961 (2015) [Refereed Article]

DOI: doi:10.17206/apjrece.2015.9.3.5


In this paper I present an examination of three six year-old children’s interaction with a task intended to encourage reasoning and collaboration in number. A case is made for the importance of deductive reasoning in supporting inductive reasoning and for the potential of hypothetical deductive reasoning in supporting concept reification in early number. The children’s discourse is analysed using a framework based on opinion/belief, plausibility and deductive reasoning schema in relation to the functional use of actuality and modality linguistic terms. The analysis suggests that the children were able to transition to deductive reasoning and this was reflected in their discourse through a shift to modality, and that this shift suggested a sense of authority by the children in validating their thinking.

Item Details

Item Type:Refereed Article
Keywords:deductive reasoning, inductive reasoning, discourse, mathematics, number relationships, early childhood
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:121577
Year Published:2015
Deposited By:Education
Deposited On:2017-10-04
Last Modified:2018-07-12

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