Matematiska argument i helklassdiskussioner : En studie av elevers och lärares multimodala kommunikation i matematik i åk 3-5 ; Mathematical arguments in whole class discussions : A study of teachers’and pupils’ multimodal communication in mathematics in grade 3-5
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| Název: | Matematiska argument i helklassdiskussioner : En studie av elevers och lärares multimodala kommunikation i matematik i åk 3-5 ; Mathematical arguments in whole class discussions : A study of teachers’and pupils’ multimodal communication in mathematics in grade 3-5 |
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| Autoři: | Nordin, Anna-Karin |
| Informace o vydavateli: | Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet |
| Rok vydání: | 2016 |
| Sbírka: | Stockholm University: Publications (DiVA) |
| Témata: | Mathematical arguments, reasoning, argumentation, multimodality, classroom communication, Didactics, Didaktik |
| Popis: | This study aimed at investigating and analysing the communication occurring during whole class discussions, with a specific focus on the nature of the mathematical arguments. The investigation was a qualitative case study where the communication during eight whole class discussions in grade 3-5 were analysed. Three types of arguments, wich are functional in the communication and convey different aspects of mathematics, were identified in the study. The types are (a) argument conveying a solution to a task/ a problem (b) argument conveying conceptual properties, and (c) argument conveying a mathematical relationship. The arguments types explain why an answer to a task is correct (type a), illuminate properties of a mathematical object (b), and clarify a mathematical relationship (c). The findings also reveal that arguments may be expressed through the use of a broad range of communicative resources, such as spoken language, written language, symbols, drawings, the use of manipulatives, and gestures. This highlights the importance of taking into account more than speech when construing arguments/reasoning communicated in mathematics classroom. The study also points to the importance of paying attention to arguments/reasoning that are created during other occasions than during task work or problem solving, and that arguments can enable the discerning of mathematical aspects for learners. |
| Druh dokumentu: | master thesis |
| Popis souboru: | application/pdf |
| Jazyk: | Swedish |
| Dostupnost: | http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136495 |
| Rights: | info:eu-repo/semantics/openAccess |
| Přístupové číslo: | edsbas.9F8D4AB0 |
| Databáze: | BASE |
Nájsť tento článok vo Web of Science | Abstrakt: | This study aimed at investigating and analysing the communication occurring during whole class discussions, with a specific focus on the nature of the mathematical arguments. The investigation was a qualitative case study where the communication during eight whole class discussions in grade 3-5 were analysed. Three types of arguments, wich are functional in the communication and convey different aspects of mathematics, were identified in the study. The types are (a) argument conveying a solution to a task/ a problem (b) argument conveying conceptual properties, and (c) argument conveying a mathematical relationship. The arguments types explain why an answer to a task is correct (type a), illuminate properties of a mathematical object (b), and clarify a mathematical relationship (c). The findings also reveal that arguments may be expressed through the use of a broad range of communicative resources, such as spoken language, written language, symbols, drawings, the use of manipulatives, and gestures. This highlights the importance of taking into account more than speech when construing arguments/reasoning communicated in mathematics classroom. The study also points to the importance of paying attention to arguments/reasoning that are created during other occasions than during task work or problem solving, and that arguments can enable the discerning of mathematical aspects for learners. |
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