id: 06664645
dt: j
an: 2016f.00801
au: Rumsey, Chepina; Langrall, Cynthia W.
ti: Promoting mathematical argumentation.
so: Teach. Child. Math. 22, No. 7, 412-419 (2016).
py: 2016
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: E50
ut: reasoning
ci:
li: http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue7/Promoting-Mathematical-Argumentation/
ab: Summary: The Standards for Mathematical Practice (SMP) in the Common Core
State Standards for Mathematics (CCSSM) highlight the mathematical
habits that educators should be fostering in mathematics classrooms
throughout K‒grade 12 education. That argumentation and discourse are
important components of developing mathematically proficient students
has been well established, and this fits well with SMP 3, which states
that students will “construct viable arguments and critique the
reasoning of others”. Given that this practice is essential, how do
teachers effectively incorporate mathematical argumentation into their
upper elementary-level lessons? What does this practice look like, and
what can teachers expect from students who have had minimal experience
with this form of instruction? How do teachers strategically embed
argumentation into the appropriate mathematical content? The authors of
this article address these questions as they present evidence-based
instructional strategies for promoting argumentation. Although these
general instructional strategies would apply to mathematical
argumentation within various mathematics topics, the specific examples
they use to illustrate the strategies are all within the context of
exploring the arithmetic properties. The strategies include: (1)
Provide language supports; (2) Discuss rich, familiar content; (3)
Specify conditions; (4) Introduce false claims; and (5) Manipulate
familiar content to be unfamiliar. (ERIC)
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