Abstract
Argumentation in mathematics teaching has potential to move students beyond tacit understanding of mathematical concepts and procedures towards articulation and justification of their ideas; a practice in which evidence is central. Design-based research was used to examine the nature of evidence used by a class of primary students through levels of argument and explanation. Results of this exploratory study indicate that evidence put forward became increasingly sophisticated as students' conceptions became public and therefore open to increased potential challenge.
| Original language | English |
|---|---|
| Title of host publication | Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia) |
| Editors | Vicki Steinle, Lynda Ball, Caroline Bardini |
| Place of Publication | Adelaide, Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 290-297 |
| ISBN (Print) | 9780734048448 |
| Publication status | Published - 2013 |
| Event | MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia - University of Melbourne, Melbourne, Australia Duration: 7 Jul 2013 → 11 Jul 2013 |
Conference
| Conference | MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia |
|---|---|
| City | Melbourne, Australia |
| Period | 7/07/13 → 11/07/13 |
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