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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/52710
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DC FieldValueLanguage
dc.contributor.authorFielding-Wells, Jillen
local.source.editorEditor(s): Vicki Steinle, Lynda Ball and Caroline Bardinien
dc.date.accessioned2022-06-29T01:29:53Z-
dc.date.available2022-06-29T01:29:53Z-
dc.date.issued2013-
dc.identifier.citationMathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia), p. 290-297en
dc.identifier.isbn9780734048448en
dc.identifier.urihttps://hdl.handle.net/1959.11/52710-
dc.description.abstract<p>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.</p>en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofMathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia)en
dc.titleInquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidenceen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 36: 36th Annual Conference 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.conference7th - 11th July, 2013en
local.conference.placeMelbourne, Australiaen
local.publisher.placeAdelaide, Australiaen
local.format.startpage290en
local.format.endpage297en
local.url.openhttps://merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2013_MERGA_CP.aspxen
local.peerreviewedYesen
local.title.subtitleReflecting on Evidenceen
local.access.fulltextYesen
local.contributor.lastnameFielding-Wellsen
dc.identifier.staffune-id:jfieldi2en
local.profile.orcid0000-0002-1469-4504en
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/52710en
dc.identifier.academiclevelAcademicen
local.title.maintitleInquiry-Based Argumentation in Primary Mathematicsen
local.relation.fundingsourcenoteThe author is in receipt of an Australian Postgraduate Award Scholarship and also wishes to acknowledge the financial support of the Commonwealth Government.en
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttps://merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2013_MERGA_CP.aspxen
local.relation.urlhttps://eric.ed.gov/?id=ED572841en
local.relation.grantdescriptionARC/DP120100690en
local.conference.detailsMERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia, 7th - 11th July, 2013en
local.search.authorFielding-Wells, Jillen
local.uneassociationNoen
local.atsiresearchNoen
local.conference.venueUniversity of Melbourneen
local.sensitive.culturalNoen
local.year.published2013en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/194e671b-097e-4675-8308-2d28970cd3eden
local.subject.for2020390109 Mathematics and numeracy curriculum and pedagogyen
local.subject.for2020390409 Learning sciencesen
local.subject.seo2020160103 Primary educationen
local.subject.seo2020160302 Pedagogyen
local.date.start2013-07-07-
local.date.end2013-07-11-
local.relation.worldcathttp://www.worldcat.org/oclc/855559836en
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