Enhancing Students' Mathematical Reasoning in the Classroom: Teacher Actions Facilitating Generalization and Justification

Autor/inn/en	Mata-Pereira, Joana; da Ponte, João-Pedro
Titel	Enhancing Students' Mathematical Reasoning in the Classroom: Teacher Actions Facilitating Generalization and Justification
Quelle	In: Educational Studies in Mathematics, 96 (2017) 2, S.169-186 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mata-Pereira, Joana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9773-4
Schlagwörter	Mathematics Instruction; Mathematical Logic; Generalization; Validity; Inferences; Intervention; Grade 7; Equations (Mathematics); Mathematical Concepts; Group Discussion; Design + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Gültigkeit; Inference; Inferenz; School year 07; 7. Schuljahr; Schuljahr 07; Equations; Mathematics; Gleichungslehre; Gruppendiskussion
Abstract	A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students' mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students' mathematical reasoning processes such as generalization and justification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01