Argumentation Is Elementary: The Case for Teaching Argumentation in Elementary Mathematics Classrooms

Krpan, Cathy Marks; Sahmbi, Gurpreet

doi:10.1007/978-3-030-59177-9_3

Cited by 1 publication

(1 citation statement)

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“…For example, in the United States, the National Council of Teachers of Mathematics (2000Mathematics ( , 2009 has made proof, viewed as the formal endpoint of the reasoning process, a cornerstone of secondary mathematics and, in Japan, proof is explicitly expected from Grade 8 onward (MEXT, 2008). Many scholars have also called for proving to be included in the elementary grades, recognizing that those opportunities should be age appropriate while also authentic to the discipline of mathematics (e.g., Bieda et al, 2014;Krpan & Sahmbi, 2020;Stylianides, 2007). This widespread call from scholars and policymakers for all students to engage in proving goes back further than the modern era.…”

Section: Calls For Students To Learn Proving In Schoolmentioning

confidence: 99%

Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives

Otten¹,

Wambua²,

Govender³

2021

INT ELECT J MATH ED

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Reasoning-and-proving is a crucial part of students' mathematical experiences in secondary school. There is scholarly debate, however, on the extent to which proving at the secondary level needs to be formal and whether all students should be held to disciplinary standards of rigor. In this study, we investigated the notion of "proof for all" from the perspective of secondary mathematics teachers. We analyzed, using the framework of practical rationality, the justifications teachers gave for whether or not all students should learn proof. Based on interviews with twenty-one secondary teachers from a socioeconomically-diverse set of schools, we found that teachers differ in their opinions of who should learn proving but they were similar in their feelings of obligation toward individual student learning; some teachers cited obligations to individual students as a justification for teaching proving to all students and others cited those obligations as a justification for not teaching proving to some students. We also share teachers' perspective with regard to their obligations to the discipline, educational institutions, interpersonal dynamics among students, and the worldly relevance of mathematics education.

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Section: Calls For Students To Learn Proving In Schoolmentioning

confidence: 99%