Children's Coordination of Linguistic and Numeric Units in Mathematical Argumentative Writing

Autor/inn/en	Kosko, Karl Wesley; Singh, Rashmi
Titel	Children's Coordination of Linguistic and Numeric Units in Mathematical Argumentative Writing
Quelle	In: International Electronic Journal of Mathematics Education, 14 (2019) 2, S.275-291 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Mathematical Logic; Persuasive Discourse; Writing (Composition); Algebra; Semiotics; Elementary School Mathematics; Elementary School Students; Multiplication; Mathematics Achievement; Scores; Grade 2; Grade 3; Equations (Mathematics) + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Persuasion; Persuasive Kommunikation; Schreibübung; Semiotik; Elementare Mathematik; Schulmathematik; Multiplikation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Equations; Mathematics; Gleichungslehre
Abstract	Mathematical argumentation and proof has long been identified with algebraization. Much literature discusses the relationship between the two, but with little specificity on how particular semiotic features in argumentation relate to coordination in early algebra. Further, there is a particular lack of research on this topic in the elementary/primary years of schooling. The present study examines how children's unit coordination in early algebra (particularly the concepts of equivalence and multiplicative reasoning) co-occurs with their coordination of grammatical information units. Coordination of information units was examined through reference use via the semiotic tool of detailing. Results suggest that second and third grade students who coordinate reference chains to support a mathematical claim in their argumentative writing tend to have higher multiplicative reasoning and conception of equivalence scores on several tasks. However, features of certain tasks may influence whether and how such unit coordination interacts with reference use. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01