Arguments Constructed within the Mathematical Modelling Cycle

Autor/in	Dede, Ayse Tekin
Titel	Arguments Constructed within the Mathematical Modelling Cycle
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 2, S.292-314 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1501825
Schlagwörter	Mathematical Models; Problem Solving; Persuasive Discourse; Preservice Teachers; Discourse Analysis; Cooperative Learning; Schemata (Cognition); Mathematics Education + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Problemlösen; Persuasion; Persuasive Kommunikation; Diskursanalyse; Kooperatives Lernen; Cognition; Schema; Kognition; Mathematische Bildung
Abstract	Socio-cultural theories in mathematics education field recently emphasize the importance of the collective argumentation within small-group work. Since mathematical modelling tasks require a process in which students search for a solution for real life problems through small-group work, the arguments in this process become an issue of concern. This study examines the arguments constructed within the mathematical modelling cycle by considering the participants' modelling processes. In this context, four primary pre-service mathematics teachers worked on a modelling task and their arguments were explained through the components of Toulmin's argumentation schema. Findings revealed that the data and the claims of most of the arguments corresponded to the starting and ending points of the modelling transition in which the current arguments constructed. The existence of the arguments corresponded through warrant-claim originated from inquiring the assumptions in the modelling cycle. In addition, the participants made assumptions as warrants to support their arguments and as rebuttals to show the degree of certainty of claims in intra-group challenging situations. Both the warrants and the backings depended on modelling context as well as mathematics context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01