"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning

Jill Fielding-Wells; Katie Makar

"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning

Jill Fielding-Wells
, Katie Makar

STEM Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Argumentation offers potential for students to engage in deep scientific learning, and to be enculturated into the practices of science. The need to make a claim, provide evidence, and justify the claim using evidence, serves to deepen students’ scientific reasoning. The research reported here introduces a model of argumentation to a class of Year 5 students through a geometry problem: "Can a pyramid have a scalene face?". Observations suggest that many of the benefits of classroom argumentation practices in science may be apparent in mathematics education.

Original language	English
Title of host publication	Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education
Editors	Kim Beswick, Tracey Muir, Jill Fielding-Wells
Place of Publication	Hobart, Australia
Publisher	University of Tasmania
Pages	297-304
Volume	2
ISBN (Print)	9781326664138
Publication status	Published - 2015
Event	PME 39: 39th Annual Conference of the International Group for the Psychology of Mathematics Education - University of Tasmania, Hobart, Australia Duration: 13 Jul 2015 → 18 Jul 2015

Conference

Conference	PME 39: 39th Annual Conference of the International Group for the Psychology of Mathematics Education
City	Hobart, Australia
Period	13/07/15 → 18/07/15

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Fielding-Wells, J., & Makar, K. (2015). "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. In K. Beswick, T. Muir, & J. Fielding-Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 297-304). University of Tasmania. https://www.igpme.org/publications/current-proceedings/

Fielding-Wells, Jill ; Makar, Katie. / "If it doesn't have an apex it's not a pyramid" : Argumentation as a bridge to mathematical reasoning. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. editor / Kim Beswick ; Tracey Muir ; Jill Fielding-Wells. Vol. 2 Hobart, Australia : University of Tasmania, 2015. pp. 297-304

@inproceedings{d1b292b39f384d7d965f4a640ae9a647,

title = "{"}If it doesn't have an apex it's not a pyramid{"}: Argumentation as a bridge to mathematical reasoning",

abstract = "Argumentation offers potential for students to engage in deep scientific learning, and to be enculturated into the practices of science. The need to make a claim, provide evidence, and justify the claim using evidence, serves to deepen students{\textquoteright} scientific reasoning. The research reported here introduces a model of argumentation to a class of Year 5 students through a geometry problem: {"}Can a pyramid have a scalene face?{"}. Observations suggest that many of the benefits of classroom argumentation practices in science may be apparent in mathematics education.",

author = "Jill Fielding-Wells and Katie Makar",

year = "2015",

language = "English",

isbn = "9781326664138",

volume = "2",

pages = "297--304",

editor = "Kim Beswick and Tracey Muir and Jill Fielding-Wells",

booktitle = "Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education",

publisher = "University of Tasmania",

note = "PME 39: 39th Annual Conference of the International Group for the Psychology of Mathematics Education ; Conference date: 13-07-2015 Through 18-07-2015",

}

Fielding-Wells, J & Makar, K 2015, "If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. in K Beswick, T Muir & J Fielding-Wells (eds), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. vol. 2, University of Tasmania, Hobart, Australia, pp. 297-304, PME 39: 39th Annual Conference of the International Group for the Psychology of Mathematics Education, Hobart, Australia, 13/07/15. <https://www.igpme.org/publications/current-proceedings/>

"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning. / Fielding-Wells, Jill; Makar, Katie.
Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. ed. / Kim Beswick; Tracey Muir; Jill Fielding-Wells. Vol. 2 Hobart, Australia: University of Tasmania, 2015. p. 297-304.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Argumentation offers potential for students to engage in deep scientific learning, and to be enculturated into the practices of science. The need to make a claim, provide evidence, and justify the claim using evidence, serves to deepen students’ scientific reasoning. The research reported here introduces a model of argumentation to a class of Year 5 students through a geometry problem: "Can a pyramid have a scalene face?". Observations suggest that many of the benefits of classroom argumentation practices in science may be apparent in mathematics education.

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BT - Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education

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PB - University of Tasmania

CY - Hobart, Australia

Y2 - 13 July 2015 through 18 July 2015

ER -

"If it doesn't have an apex it's not a pyramid": Argumentation as a bridge to mathematical reasoning

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