Children's Mathematical Argumentative Writing and Their Understanding of Equivalence

• In Event: Roundtable Session 22
  In Roundtable Session: Language Use and Mathematics Learning

Abstract

Mathematical writing is often advocated as a method for improving students’ understanding of mathematics. However, little research focuses on the form and function of such writing. This paper reports on two second-grade students’ developing conceptions of equivalence and how such conceptions interacted with the sophistication of their mathematical argumentative writing. We describe two students with different developing views of equivalence (rigid operational & basic relational), and how these views interacted with their ability to use nominalization in their mathematical writing.

Authors

• Karl Wesley Kosko, Kent State University

• Rashmi Singh, Kent State University - Kent