Literaturnachweis - Detailanzeige
Autor/inn/en | Cardetti, Fabiana; LeMay, Steven |
---|---|
Titel | Argumentation: Building Students' Capacity for Reasoning Essential to Learning Mathematics and Sciences |
Quelle | In: PRIMUS, 29 (2019) 8, S.775-798 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1051-1970 |
DOI | 10.1080/10511970.2018.1482581 |
Schlagwörter | Persuasive Discourse; Abstract Reasoning; Mathematics Skills; Science Process Skills; Skill Development; Undergraduate Students; Logical Thinking; Mathematical Logic; Communication Skills; Critical Thinking; Interdisciplinary Approach; Misconceptions; Problem Solving; Mathematics Instruction; Science Instruction; Teacher Collaboration Persuasion; Persuasive Kommunikation; Abstraktes Denken; Denken; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematical logics; Mathematische Logik; Kommunikationsstil; Kritisches Denken; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Missverständnis; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerkooperation |
Abstract | In this article we present the results of a study focused on engaging students in argumentation to support their growth as mathematical learners, which in turn strengthens their science learning experiences. We identify five argumentation categories that promote the learning of argumentation skills and enrich mathematical reasoning at the undergraduate level. Using these categories, we present and discuss rich learning tasks that meaningfully engage students in mathematical argumentation. In addition, these argumentation tasks support the development of students' communication and critical thinking skills - all essential to learning in partner disciplines. Finally, recognizing that collaboration with colleagues from other disciplines is crucial to understand and address learning objectives beyond mathematics, we also present lessons learned from our successful interdisciplinary collaborations. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |