Recognising Articulated Reasoning in Students' Argumentative Talk in Mathematics Lessons
Hiltunen, J., Hähkiöniemi, M., Jokiranta, K., Lehesvuori, S., Nieminen, P., & Viiri, J. (2017). Recognising Articulated Reasoning in Students' Argumentative Talk in Mathematics Lessons. In Proceedings of the annual FMSERA symposium 2016 (pp. 1-11). Finnish Mathematics and Science Education Research Association (FMSERA). Proceedings of the FMSERA annual symposium. https://journal.fi/fmsera/article/view/60950/27028
Published inProceedings of the FMSERA annual symposium
DisciplineKoulutuksen tutkimuslaitosMatematiikka ja luonnontieteetFinnish Institute for Educational ResearchMatematiikka ja luonnontieteet
© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
Previous studies have reported difficulties in analysing students’ argumentation. Especially the warrant, which connects data with claims, is found to be problematic to recognise. Weexamine how specific criteria for different forms of reasoning could decrease this difficulty. Instead of identifying warrants, we recognise whether students’ argumentation contains explicitly stated reasoning. We have developed an analysis method for recognising reasoning in argumentative talk. We collected video data from two mathematics lessons where students had to state claims about a mathematical situation and build convincing justification for their claims. The focus of analysis is in how the students articulated why the posed claim is true. Three cases illustrate how criteria for different forms of reasoning help in recognising whether the students articulate their reasoning.
PublisherFinnish Mathematics and Science Education Research Association (FMSERA)
ConferenceFinnish Mathematics and Science Education Research Association annual symposium
Is part of publicationProceedings of the annual FMSERA symposium 2016
Publication in research information system
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Except where otherwise noted, this item's license is described as © the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
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