A Comparison of Middle School Students' Arguments Created While Working in Technological and Non-Technological Environments [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).

Autor/in	Smith, Ryan C.
Titel	A Comparison of Middle School Students' Arguments Created While Working in Technological and Non-Technological Environments [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).
Quelle	(2011), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Grade 8; Persuasive Discourse; Logical Thinking; Educational Technology; Technology Uses in Education; Conventional Instruction; Mathematics Instruction; Cooperative Learning; Geometry; Concept Formation; Geometric Concepts; Teaching Methods; Comparative Analysis + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Persuasion; Persuasive Kommunikation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen; Geometrie; Concept learning; Begriffsbildung; Elementare Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study characterized and compared the arguments eighth grade mathematics students created while working in technological and non-technological environments. Toulmin's (1958/2003) argumentation model was used to analyze the content and structure of the arguments, including the ways in which the students used the tools (technological and nontechnological). Students in both classes were less likely to make their reasoning explicit when using tools, technological or non-technological, which may be related to the task on which the students were working and the use of the tools as a visual referent. [For the complete proceedings, see ED585874.] (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