Author(s) |
Fielding-Wells, Jill
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Publication Date |
2016
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Abstract |
<p>One potential means to develop students' contextual and conceptual understanding of mathematics is through Inquiry Learning. However, introducing a problem context can distract from mathematical content. Incorporating argumentation practices into Inquiry may address this through providing a stronger reliance on mathematical evidence and reasoning. This paper presents a framework derived from the implementation of multiple, successive Argument-Based Inquiry units to 8-10 year olds. Three key knowledge domains are identified: mathematical, contextual and argumentation knowledge. Key components and roles of each domain are addressed and offered as an initial framework for further research.</p>
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Citation |
Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia), p. 214-221
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Link | |
Publisher |
Mathematics Education Research Group of Australasia (MERGA)
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Title |
"Mathematics is just 1+1=2, what is there to argue about?": Developing a Framework for Argument-Based Mathematical Inquiry
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Type of document |
Conference Publication
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Entity Type |
Publication
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