Argumentation: Building Students' Capacity for Reasoning Essential to Learning Mathematics and Sciences

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01