A model to interpret elementary-school students’ mathematical arguments. (English)

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).

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.