Creating a Context for Argument in Mathematics Class

Wood, Terry

doi:10.2307/749609

Cited by 136 publications

(71 citation statements)

References 15 publications

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“…An example of a meta-rule that may be incorporated in a classroom norm might be that it is quite right for a student to say "I disagree" and to bring alternative problem solutions or strategies to the fore. Wood (1999) showed positive effects of norm related learning, such as learning to participate in disagreement and argument.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…According to her view teachers should strive for initiating students into a certain well-defined discourse, characterized by symbolic artefacts as its communication tools and by meta-rules that regulate communication. Establishment of clear classroom norms such as advocated by Wood (1999) with regard to mathematical communication can be seen as part of this initiation. An example of a symbolic artefact as a communication tool may be the use of words that refer to mathematical concepts, such as 'rotation' and 'translation'.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

Dekker

Elshout-Mohr

2004

Educational Studies in Mathematics

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ABSTRACT. This article addresses the issue of helping students who work collaboratively on mathematical problems with the aim of raising the level of their mathematical understanding and competence. We investigated two kinds of teacher interventions aimed at helping students. The rationale of these interventions was based on a process model for interaction and mathematical level raising. One kind of interventions focused on the interaction between the students, the other -on the mathematical content of the tasks. The effects of the two kinds of interventions were investigated using a pre-test -posttest comparison of students' learning outcomes and analyzing the transcripts of students' verbal utterances and worksheets. Our analyses point to interventions focused on students' interactions as more effective in terms of students' learning outcomes. Theoretical and practical implications of the research are discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

Dekker

Elshout-Mohr

2004

Educational Studies in Mathematics

View full text Add to dashboard Cite

show abstract

“…Riley (2004) also finds that the number of prospective teachers who are able to produce valid proofs is low. This situation indicates that activities which aim to internalize the concept of geometric proof of students and to develop their proving skills must be more included in class (DeGroot, 2001;Stylianides & Ball, 2008 (Ball & Bass, 2003;Carpenter, Franke, & Levi, 2003;Lampert, 1990;Maher & Martino, 1996;Reid, 2002;Stylianides, 2007;Wood, 1999;Yackel & Cobb, 1996;Zack, 1997).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

İlköğretim Matematik Öğretmen Adaylarının Üçgenlerin Öğretiminde Geometrik İspatları Kullanabilme Becerileri

Güner¹,

Topan²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-In this study, it was aimed to reveal prospective elementary mathematics teachers' abilities of using geometric proofs in triangle teaching. The data of this study which was based on the techniques of qualitative research was obtained from students attending third class of elementary mathemat ics teacher education program at a public university in the north of Turkey, in 2013-2014 academic year. As data colletion tool, five openended questions which were prepared by the researchers taking the opinions of experts were used and the obtained data was analyzed through content analysis. The results show that proving abilit ies of prospective teachers are low. Three volunteer prospective teachers were made a semi-structured interviews with the intent of examining their proofs in detail. The obtained interv iew data have exposed that prospectice teachers usually attempt to produce geometric proofs using elementary, concrete and practical solution ways in terms of their own perpectives.

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“…Brocardo (2010), convocando o Programa de Matemática do Ensino Básico (ME, 2007), sugere o recurso a contextos que envolvam o uso da barra retangular e da reta numérica, considerando que estas representações se podem constituir como modelos, uma vez que permitem interpretar relações complexas, nomeadamente de proporcionalidade, com significado. Assim, as tarefas e os contextos devem ser pensados, como refere Wood (1999), de modo a proporcionarem momentos em que se espera que os alunos "participem, examinem, critiquem, e validem o seu conhecimento matemático através de um discurso pensado" (p. 188), isto é, possam, progressivamente, ir desenvolvendo também a sua capacidade de raciocínio. Segundo a autora, a apresentação de argumentos, com justificação e validação no grupo, são precursores de um raciocínio mais formal, que se pretende que os alunos venham a desenvolver ao longo da sua escolaridade.…”

Section: A Aprendizagem Dos Números Racionais Com Compreensãounclassified

A Aprendizagem dos Números Racionais com Compreensão Envolvendo um Processo de Modelação Emergente

Guerreiro

Serrazina²

2017

Bolema

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 ResumoO estudo que se apresenta neste artigo foca-se no papel que as representações assumem à medida que são usadas e transformadas como modelos de situações contextualizadas e vão evoluindo para modelos de raciocínio, por alunos do 1.º ciclo do Ensino Básico (dos 8 aos 10 anos). Remete para uma aprendizagem dos números racionais com compreensão, enquadrada numa perspetiva de desenvolvimento do sentido de número. É apresentada uma trajetória de aprendizagem que privilegia inicialmente a compreensão da percentagem e são analisadas quatro tarefas de uma experiência de ensino, que segue os procedimentos metodológicos de uma Investigação Baseada em Design. Os dados foram recolhidos através da observação participante, apoiada num diário de bordo, gravações áudio e vídeo das aulas e produções dos alunos. A análise evidencia que a construção comparticipada de modelos a partir de representações, inicialmente associadas à percentagem, fortalece a interpretação de relações e facilita a compreensão de conceitos relativos aos números racionais.Palavras-chave: Números Racionais. Sentido de Número. Representações. Modelação Emergente. AbstractThe study presented in this paper focus on the role that representations assume as they are taken as models of a contextualized situation and reconstructed as models for reasoning, by primary school students (aged 8 to 10 years old). It regards rational numbers learning with an understanding framed by the development of a number sense perspective. Considering a learning trajectory that emphasizes initially the understanding of percentage, we analyzed four tasks of a teaching experiment that was developed, following the methodological procedures of a Design Based Research. Data were collected through participant observation, supported in a logbook, audio and video recorded lessons and students' productions at the classroom. The analysis highlights that the social construction of models from representations, initially associated with percentage, strengthens the interpretation of relations and facilitates the understanding of concepts related to rational numbers.

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Creating a Context for Argument in Mathematics Class

Cited by 136 publications

References 15 publications

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

İlköğretim Matematik Öğretmen Adaylarının Üçgenlerin Öğretiminde Geometrik İspatları Kullanabilme Becerileri

A Aprendizagem dos Números Racionais com Compreensão Envolvendo um Processo de Modelação Emergente

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