A framework for analyzing the collaborative construction of arguments and its interplay with agency

In this report, we offer a framework for analyzing the ways in which collaboration influences learners' building of mathematical arguments and thus promotes mathematical understanding. Building on a previous model used to analyze discursive practices of students engaged in mathematical problem...

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Bibliographic Details
Published in:Educational studies in mathematics Vol. 80; no. 3; pp. 369 - 387
Main Authors: Mueller, Mary, Yankelewitz, Dina, Maher, Carolyn
Format: Journal Article
Language:English
Published: Dordrecht Springer 01.07.2012
Springer Netherlands
Subjects:
After School Programs
Analysis
Buildings
Clothing industry
Collaboration
Collaborative learning
Communities
Cooperation
Education
Grade 6
Influences
Learning
Learning Processes
Mathematical Logic
Mathematics
Mathematics Activities
Mathematics Education
Mathematics teachers
Problem Solving
Reasoning
School Activities
Secondary School Mathematics
Student diversity
Teachers
Thinking Skills
Urban Areas
France
Mathematical arguments
Problem solving
Discourse
Reasoning and proof
Agency
Collaboration
ISSN:0013-1954, 1573-0816
Online Access:Get full text
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Summary:In this report, we offer a framework for analyzing the ways in which collaboration influences learners' building of mathematical arguments and thus promotes mathematical understanding. Building on a previous model used to analyze discursive practices of students engaged in mathematical problem solving, we introduce three types of collaboration and discuss their influence on the building of mathematical arguments and student agency. The framework is exemplified using data from a study of the development of mathematical reasoning in an urban sixth-grade informal after-school program.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-011-9354-x