id: 06638981
dt: a
an: 2016f.01090
au: Ayalon, Michal; Even, Ruhama
ti: Argumentative activity in different beginning algebra classes and topics.
so: Smith, C. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 32, No. 3. Proceedings of the day
conference, University of Cambridge, UK, June 17, 2012. London: British
Society for Research into Learning Mathematics (BSRLM). 19-24 (2012).
py: 2012
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: H29 D49 C70
ut: preservice teacher education; educational research; case studies; classroom
observation; elementary algebra; algebraic expressions; lower
secondary; argumentative activity; argumentation; deductive reasoning;
inductive reasoning; justifying
ci:
li: http://www.bsrlm.org.uk/IPs/ip32-3/BSRLM-IP-32-3-04.pdf
ab: Summary: This study compares students’ opportunities to engage in
argumentative activity between two classes taught by the same teacher
and across two topics in beginning algebra: forming and investigating
algebraic expressions and equivalence of algebraic expressions. The
study comprises two case studies, in which each teacher taught two 7th
grade classes. All four classes used the same textbook. Analysis of
classroom videotapes revealed that the opportunities to engage in
argumentative activity related to forming and investigating algebraic
expressions were similar in each teacher’s two classes. By contrast,
substantial differences were found between one teacher’s classes with
regard to the opportunities to engage in argumentative activity related
to equivalence of algebraic expressions. The discussion highlights the
contribution of the topic, the teacher, and the class to shaping
argumentative activity.
rv: