Fielding-Wells, Jill

2016

<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>

Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia), p. 214-221

https://hdl.handle.net/1959.11/52374

en

Mathematics Education Research Group of Australasia (MERGA)

"Mathematics is just 1+1=2, what is there to argue about?": Developing a Framework for Argument-Based Mathematical Inquiry

Conference Publication

Publication