Titlebook: Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof; Kristen N. Bieda,AnnaMarie Conner,Megan Staples Book

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https://doi.org/10.1007/978-3-030-69299-5le sum of a polygon was accurate because their multiple approaches (e.g., measuring, making a table, dividing the polygon into triangles) all led to the same results. We also found that the broad view of justification in the given definition captured situations for both explanation and justification

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Justification in the Context of Middle Grades: A Process of Verification and Sense-Makingby-step proceduralization of the justification process provided all students with access to the task, it may have limited sensemaking opportunities or given students a false account of what it means to justify. Recognizing that the transcript only provided a snapshot of one classroom episode, we off

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Argumentation?in the Context of High School?Mathematics: Examining Dialogic Aspects of Argumentationelaborating each other’s ideas. On the other hand, use of an authoritative approach appeared to constrain students’ possibilities to provide support for claims. Considering dialogic aspects enriches the analysis or argumentation when argumentation is understood as a process as emphasized in the defi

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Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

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2570-4729 tical frameworks through analysis of classroom data from gra.This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular concep

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https://doi.org/10.1007/978-1-349-22133-2ir content knowledge. Justification can also be used as a tool to open access to various forms of mathematical reasoning. In this chapter, we explore what justifications were shared in a second-grade classroom and how they were or were not leveraged to provide access to students’ mathematical reasoning.