Disparate arguments in mathematics classrooms

Christine Knipping (1) , Daniela Rott (1)

1 Universität Bremen

Understanding students’ classroom argumentation requires the analysis at multiple levels and from multiple perspectives. Using analyses of students’ arguments when solving the Problem of Points we illustrate three perspectives: a classroom interactional perspective, a Stoffdidaktik task analysis (at the individual level), and a sociological theoretical perspective (at the community level). Each of these perspectives offers insights into students’ argumentation in mathematical contexts, but no single one is adequate to completely describe the nature of students’ argumentations, their underlying influences, and ways to support their development. Multiple perspectives and levels of analysis are required when researching classroom argumentation in particular and mathematics learning in general.

Mots clés: Argumentation; classroom interaction; task design; social context

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Christine Knipping, Daniela Rott. Disparate arguments in mathematics classrooms. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.142-148. ⟨hal-01281033⟩