The role of mode of representation in students' argument constructions
Résumé
Research into students' understanding of proof has generally considered few of the factors that can mediate the relation between students' argument constructions or their evaluations of given arguments and conclusions about students' understanding of proof. This raises concern about the validity of research findings and creates difficulties in comparing findings from different studies. I summarize some of these factors and explore the role played by another one: the mode of representation used in students' argument constructions. In particular, I report and discuss findings from a classroom-based design experiment suggesting that the use of an oral mode of representation may be more likely, compared to a written mode, to support the construction of an argument that approximates or meets the standard of proof.
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