id: 06297503
dt: a
an: 2014c.00328
au: Rumsey, Chepina
ti: A model to interpret elementary-school students’ mathematical arguments.
so: Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics learning across the life span", PME 37, Kiel, Germany,
July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for
Science and Mathematics Education at the University of Kiel (ISBN
978-3-89088-290-1). 121-128 (2013).
py: 2013
pu: Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the
University of Kiel
la: EN
cc: D20 E52 F32
ut: mathematical arguments; interpretation of arguments; arithmetic number
properties
ci: ME 2008a.00269
li:
ab: Summary: The goal of this study was to develop and use a modified coding
system and model of argumentation to investigate and characterize
fourth-grade students’ mathematical arguments during an eight-lesson,
whole-class teaching experiment regarding the arithmetic number
properties. Sixty-seven instances of student arguments were identified
using a model adapted from {\it S. E. Toulmin}’s [The uses of
argument. Cambridge: Cambridge University Press (1958)] model of
argumentation and {\it A. J. Stylianides}’ [Educ. Stud. Math. 65, No.
1, 1‒20 (2007; ME 2008a.00269)] elements of argumentation. In this
paper, I document the development of the modified coding scheme and
model, present the relevant elements of the model of argumentation, and
briefly interpret the characteristics of students’ early arguments,
which will be further discussed in the presentation.
rv: