Abstract
Having students address mathematical inquiry problems that are ill-structured and ambiguous offers potential for them to develop a focus on mathematical evidence and reasoning. However, students may not necessarily focus on these aspects when responding to such problems. Argument-Based Inquiry is one way to guide students in this direction. This paper draws on an analysis of multiple primary classes to describe core elements in Argument-Based Inquiry in mathematics.
| Original language | English |
|---|---|
| Pages (from-to) | 229-236 |
| Journal | Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia) |
| Publication status | Published - 2015 |
| Event | MERGA 38: 38th Annual Meeting of the Mathematics Education Research Group of Australasia - University of the Sunshine Coast, Sunshine Coast, Australia Duration: 28 Jun 2015 → 2 Jul 2015 |
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