Promoting Mathematical Argumentation

Rumsey, Chepina; Langrall, Cynthia W.

doi:10.5951/teacchilmath.22.7.0412

Cited by 16 publications

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“…The tasks that belong to this first category involve questions with open or closed answers, without including a statement or initial information, however, Inprasitha, Changsri, and Boonsena (2020), note that through open questions it is possible to promote mathematical arguments. The different type of task designed in this study is established into categories C1, C2, C3, C4, C5, they are a synthesis of what a mathematics teacher are able to design by using the principles of argumentation and ethnomathematics, this is an opportunity to promote the learning of mathematics using and promoting mathematical competences like reasoning, connecting, refuting and representing (Cervantes- Barraza & Cabañas-Sánchez, 2022;Rumsey & Langrall, 2016;Yackel, 2002).…”

Section: Resultsmentioning

confidence: 99%

Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program

Barraza

Araújo

2023

j. math. educ.

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The design of mathematical tasks has taken the replacement on the research agenda of Mathematics Education. In this article, we provide principles of design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. The research context involved the design, the development, and the analysis of written and oral prospective mathematics teacher (PMT) in an initial training course. The methodology implemented was descriptive-interpretative and implicated the design of mathematical tasks by the PMTs based on the adaptation of the HiCuA analytical framework. Regarding to the analysis of the data collected, categories of mathematical task types were constructed because of a thematic analysis carried out with the purpose of characterizing the tasks designed by the prospective teacher. The findings of the study provide information on the design principles implemented by prospective teacher in the context of Reasoning and Ethnomathematics. Likewise, it was identified that promoting reasoning and Ethnomathematics through interactive mathematical task designs supports students by developing skills such as: justifying, criticizing, and reasoning the conclusions presented by others.

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Section: Resultsmentioning

confidence: 99%

Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program

Barraza

Araújo

2023

j. math. educ.

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“…Dado el contexto de posibilidades de colaboración y asimetrías asociadas a estas, resaltamos a la habilidad de argumentación colectiva en el aula de matemáticas como una variable de interés. Esta habilidad es la resolución de problemas o tareas matemáticas en ambientes dialogantes con todos los estudiantes (Krummheuer, 2015;Reid et al, 2011;Rumsey y Langrall, 2016;Yackel, 2002) donde lo que se busca es el consenso (Krummheuer, 2015) facilitando fijar el foco en la validación de todos los estudiantes, lo que es altamente deseable en el aula de matemáticas (Aguirre et al, 2013;Díez-Palomar, 2017;Langer-Osuna, 2017;NCTM, 2015).…”

Section: Habilidad De Argumentación Colaboración E Inclusiónunclassified

“…Como primera cuestión, el espacio que promueve la argumentación y el que no lo hace son distinguibles (véase tabla 6), en tanto que entendemos a estos como aquellos donde se busca el desarrolla de ambientes dialogantes con todos los estudiantes (Krummheuer, 2015;Reid et al, 2011;Rumsey y Langrall, 2016;Yackel, 2002), y donde el uso del error adquiere cierta complejidad (Solar y Deulofeu, 2016). En términos generales, al promover la argumentación, el docente de educación especial tiene un rol más activo en la enseñanza, y si bien los modelos de colaboración exhibidos no son totalmente diferentes entre ambos tipos de espacio, existen evidencia que sugieren una mayor complejidad en las interacciones por parte del docente de educación especial dentro del mismo modelo de colaboración, y que describiremos a continuación.…”

Section: Discusión Y Conclusionesunclassified

Colaboración en co-docencia cuando se promueve la habilidad de argumentación en el aula de matemáticas

Gómez-Meneses,

Solar-Bezmalinovic

2023

REXE

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el aula co-docente de matemáticas. Mediante un estudio instrumental de casos, se concluye que el rol del docente de educación especial muestra modificaciones: Los modelos de colaboración que los docentes emplean evidencian una profundidad diferente cuando la habilidad de argumentación es promovida, lo que sugiere que el docente de educación especial adquiere un rol más activo que facilita mayores interacciones entre estudiantes.

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“…Discourse is not disembodied talk; it is embedded in practices” (p. 25). Mathematics discourse involves students making mathematical justifications supported by evidence and reasoning (Rumsey & Langrall, 2016). Discussions in mathematics are essential components of students’ development of mathematical discourse (Takeuchi, 2015).…”

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confidence: 99%

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Sacco

Spies

Pfannenstiel

2022

Learn Disabil Res Pract

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Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners (ELs), are not able to participate in discourse opportunities within core instruction in mathematics because they lack the necessary confidence, language, or mathematics skills (Griffin et al., 2013). This includes students with mathematics difficulties as well as students with identified mathematics disabilities (MD).Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This practitioner article will provide research on the importance of including and supporting discourse practices in mathematics interventions as well as appropriate scaffolds to increase discourse within intensive intervention, ultimately improving ELs' understanding and performance in mathematics.Vignette: Ms. Jenson provides intensive intervention in mathematics to five second graders. They are learning double-digit addition and subtraction without regrouping. Two of the students in her intervention group are ELs. She noticed that they were very quiet in the small group, compli-Requests for reprints should be sent to Donna M. Sacco, American Institutes for Research. Electronic inquiries should be sent to

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Promoting Mathematical Argumentation

Abstract: These evidence-based instructional strategies can lead to deeper mathematical conversations in upper elementary school classrooms.

Cited by 16 publications

References 0 publications

Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program

Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program

Colaboración en co-docencia cuando se promueve la habilidad de argumentación en el aula de matemáticas

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

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