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). Retrieved from https://journal.fi/fmsera/article/view/60950/27028
Published in
Proceedings of the FMSERA annual symposium;Authors
Date
2017Copyright
© 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.
Publisher
Finnish Mathematics and Science Education Research Association (FMSERA)Is part of publication
Proceedings of the annual FMSERA symposium 2016ISSN Search the Publication Forum
2489-4583