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dc.contributor.authorHiltunen, Jenna
dc.contributor.authorHähkiöniemi, Markus
dc.contributor.authorJokiranta, Kaisa
dc.contributor.authorLehesvuori, Sami
dc.contributor.authorNieminen, Pasi
dc.contributor.authorViiri, Jouni
dc.date.accessioned2017-11-14T12:41:01Z
dc.date.available2017-11-14T12:41:01Z
dc.date.issued2017
dc.identifier.citationHiltunen, J., Hähkiöniemi, M., Jokiranta, K., Lehesvuori, S., Nieminen, P., & Viiri, J. (2017). Recognising Articulated Reasoning in Students' Argumentative Talk in Mathematics Lessons. In <em>Proceedings of the annual FMSERA symposium 2016</em> (pp. 1-11). Finnish Mathematics and Science Education Research Association (FMSERA). Retrieved from <a href="https://journal.fi/fmsera/article/view/60950/27028">https://journal.fi/fmsera/article/view/60950/27028</a>
dc.identifier.otherTUTKAID_75650
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55880
dc.description.abstractPrevious 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.
dc.language.isoeng
dc.publisherFinnish Mathematics and Science Education Research Association (FMSERA)
dc.relation.ispartofProceedings of the annual FMSERA symposium 2016
dc.relation.ispartofseriesProceedings of the FMSERA annual symposium;
dc.relation.urihttps://journal.fi/fmsera/article/view/60950/27028
dc.subject.otherargumentointi
dc.subject.othermatematiikka
dc.subject.otherreasoning
dc.subject.otherargumentative talk
dc.subject.othermathematics
dc.subject.othermathematics lessons
dc.titleRecognising Articulated Reasoning in Students' Argumentative Talk in Mathematics Lessons
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-201711134228
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKoulutuksen tutkimuslaitos
dc.contributor.oppiaineMatemaattis-luonnontieteelliset aineet
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.date.updated2017-11-13T10:15:05Z
dc.type.coarconference paper
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-11
dc.relation.issn2489-4583
dc.type.versionpublishedVersion
dc.rights.copyright© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
dc.rights.accesslevelopenAccessfi
dc.rights.urlhttps://creativecommons.org/licenses/by-sa/4.0/


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© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.
Ellei muuten mainita, aineiston lisenssi on © the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.