id: 06571525
dt: j
an: 2016c.00210
au: Kosko, Karl W.
ti: Making use of what’s given: children’s detailing in mathematical
argumentative writing.
so: J. Math. Behav. 41, 68-86 (2016).
py: 2016
pu: Elsevier, New York, NY
la: EN
cc: C52 C53
ut: mathematical argumentative writing; detailing; mathematical communication;
mathematical argumentation; mathematical writing; writing in
mathematics
ci:
li: doi:10.1016/j.jmathb.2015.11.002
ab: Summary: The nature of mathematical argumentative writing (MAW) is
relatively understudied, particularly in the context of early
childhood. While much of the literature on MAW, and mathematical
argumentation in general, has focused on the manner in which procedures
and warrants are sequenced, the present study focused on the
grammatical resource of mathematical detailing. Mathematical detailing
involves the linguistic operationalization of given information within
and across the sequencing of warrants to support a mathematical claim.
The present study examined the effect of varying the complexity of the
given information in two similar tasks on how children used given
information in their mathematical writing. Findings indicate that
increasing the complexity of the givens can encourage many children to
operationalize the given information, as well as provide insight into
children’s communicated conceptions of the mathematics at hand.
rv: