Supporting Mathematical Argumentation Through Task Variation

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Computational Curricula and Thinking (Table 15)

Abstract

There is a need for more research on how to support argumentation in mathematics classrooms. This study describes how task variation can support argumentation in mathematical classrooms. The study uses data from an NSF-funded longitudinal study in which students worked collaboratively on challenging mathematical tasks as a context for studying students’ development of mathematical ideas and different types of reasoning.

Author

• John M. Francisco, University of Massachusetts - Amherst
  Presenting Author