Argumentation in Undergraduate Math Courses: A Study on Problem Solving [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Ubuz, Behiye; Dinçer, Saygin; Bülbül, Ali
Titel	Argumentation in Undergraduate Math Courses: A Study on Problem Solving [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Persuasive Discourse; Undergraduate Students; Problem Solving; Mathematics Instruction; Classroom Communication; Teacher Student Relationship; Mathematical Logic; Validity; Calculus; Advanced Courses; Teacher Guidance + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Problemlösen; Mathematics lessons; Mathematikunterricht; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematical logics; Mathematische Logik; Gültigkeit; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Fortgeschrittenenunterricht; Lehrerberatung
Abstract	The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students' and teacher' utterances in the classroom using field-independent Toulmin's theory of argumentation. Analyzing students' and teacher' utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01