Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Meaning making through collective argumentation: The role of students’ argumentative discourse in their exploration of the graphic relationship between a function and its anti-derivative

Meaning making through collective argumentation: The role of students’ argumentative discourse in... This study aims at exploring the role of argumentation in the process of shared meaning making that occurs between students as they use digital tools to explore the concept of the indefinite integral. The study followed 11 pairs of 17-year-old students as they worked together to solve the Indefinite Integral Task with the aid of a digital tool. The study was guided by the phenomenology perspective, which considers meaning making in mathematics as a progressive disclosure of the mathematical objects at stake. The data analysis tracked and categorized the components of students’ argumentation as they progress in the meaning-making process of the indefinite integral. Our research findings revealed that the digital tool allows the students to produce evidence with which to substantiate and justify their arguments, and we also found that their frequent use of statements that built upon one another’s arguments fostered the transition between one layer of disclosure and the next one. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png :Teaching Mathematics and Its Applications: An International Journal of the IMA Oxford University Press

Meaning making through collective argumentation: The role of students’ argumentative discourse in their exploration of the graphic relationship between a function and its anti-derivative

Download PDF
18 pages

Loading next page...
 
/lp/oxford-university-press/meaning-making-through-collective-argumentation-the-role-of-students-tCF1DMQIpy

References (2)

Publisher
Oxford University Press
Copyright
© The Author(s) 2022. Published by Oxford University Press on behalf of the Institute of Mathematics and its Applications. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
ISSN
0268-3679
eISSN
1471-6976
DOI
10.1093/teamat/hrab034
Publisher site
See Article on Publisher Site

Abstract

This study aims at exploring the role of argumentation in the process of shared meaning making that occurs between students as they use digital tools to explore the concept of the indefinite integral. The study followed 11 pairs of 17-year-old students as they worked together to solve the Indefinite Integral Task with the aid of a digital tool. The study was guided by the phenomenology perspective, which considers meaning making in mathematics as a progressive disclosure of the mathematical objects at stake. The data analysis tracked and categorized the components of students’ argumentation as they progress in the meaning-making process of the indefinite integral. Our research findings revealed that the digital tool allows the students to produce evidence with which to substantiate and justify their arguments, and we also found that their frequent use of statements that built upon one another’s arguments fostered the transition between one layer of disclosure and the next one.

Journal

:Teaching Mathematics and Its Applications: An International Journal of the IMA – Oxford University Press

Published: Jan 5, 2022

There are no references for this article.