id: 05759914
dt: j
an: 2010d.00139
au: Mueller, Mary; Maher, Carolyn
ti: Learning to reason in an informal math after-school program.
so: Math. Educ. Res. J. 21, No. 3, 7-35 (2009).
py: 2009
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: B63 C63
ut: after school programs; urban areas; informal education; college school
cooperation; disadvantaged youth; poverty; African Americans; Hispanic
Americans; cooperative learning; problem solving; mathematical
concepts; peer teaching; persuasive discourse; thinking skills;
mathematical logic; models
ci:
li: doi:10.1007/BF03217551
ab: Summary: This research was conducted during an after-school partnership
between a University and school district in an economically depressed,
urban area. The school population consists of 99\% African American and
Latino students. During the informal after-school math program, a group
of 24 6th-grade students from a low socioeconomic community worked
collaboratively on open-ended problems involving fractions. The
students, in their problem solving discussions, coconstructed arguments
and provided justifications for their solutions. In the process, they
questioned, corrected, and built on each otherâ€™s ideas. This paper
describes the types of student reasoning that emerged in the process of
justifying solutions to the problems posed. It illustrates how the
studentsâ€™ arguments developed over time. The findings of this study
indicate that, within an environment that invites exploration and
collaboration, students can be engaged in defending their reasoning in
both their small groups and within the larger community. In the process
of justifying, they naturally build arguments that take the form of
proof. (Contains 10 figures, 1 table, and 3 footnotes.) (ERIC)
rv: