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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/52562
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dc.contributor.authorFielding-Wells, Jillen
local.source.editorEditor(s): Margaret Marshman, Vince Geiger and Anne Bennisonen
dc.date.accessioned2022-06-17T01:25:50Z-
dc.date.available2022-06-17T01:25:50Z-
dc.date.issued2015-
dc.identifier.citationMathematics education in the margins (Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia), p. 229-236en
dc.identifier.urihttps://hdl.handle.net/1959.11/52562-
dc.description.abstract<p>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.</p>en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofMathematics education in the margins (Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia)en
dc.titleIdentifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learningen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 38: 38th Annual Meeting of the Mathematics Education Research Group of Australasiaen
dcterms.accessRightsBronzeen
local.contributor.firstnameJillen
local.relation.isfundedbyARCen
local.profile.schoolSchool of Educationen
local.profile.emailjfieldi2@une.edu.auen
local.output.categoryE1en
local.grant.numberDP120100690en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.date.conference28th June - 2nd July, 2015en
local.conference.placeSunshine Coast, Australiaen
local.publisher.placeAdelaide, Australiaen
local.format.startpage229en
local.format.endpage236en
local.url.openhttps://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2015_MERGA_CP.aspxen
local.peerreviewedYesen
local.access.fulltextYesen
local.contributor.lastnameFielding-Wellsen
dc.identifier.staffune-id:jfieldi2en
local.profile.orcid0000-0002-1469-4504en
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/52562en
dc.identifier.academiclevelAcademicen
local.title.maintitleIdentifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learningen
local.relation.fundingsourcenoteAustralian Postgraduate Awarden
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttps://eric.ed.gov/?id=ED572459en
local.relation.urlhttps://www.usc.edu.au/about/usc-news/news-archive/2015/june/usc-to-host-convergence-of-maths-educatorsen
local.relation.grantdescriptionARC/DP120100690en
local.conference.detailsMERGA 38: 38th Annual Meeting of the Mathematics Education Research Group of Australasia, Sunshine Coast, Australia, 28th June - 2nd July, 2015en
local.search.authorFielding-Wells, Jillen
local.uneassociationNoen
local.atsiresearchNoen
local.conference.venueUniversity of the Sunshine Coasten
local.sensitive.culturalNoen
local.year.published2015en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/2159ef38-e010-4dcb-971e-2ad02929b58den
local.subject.for2020390109 Mathematics and numeracy curriculum and pedagogyen
local.subject.for2020390409 Learning sciencesen
local.subject.seo2020160302 Pedagogyen
local.date.start2015-06-28-
local.date.end2015-07-02-
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