Mathematical reasoning in the written argumentation of primary students
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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Mathematical reasoning in the written argumentation of primary students. / Ruwisch, Silke.
CERME10: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education . ed. / Thérèse Dooley; Ghislaine Gueudet. Dublin : Dublin City University, 2017. p. 243-250.Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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TY - CHAP
T1 - Mathematical reasoning in the written argumentation of primary students
AU - Ruwisch, Silke
PY - 2017/5
Y1 - 2017/5
N2 - In Germany there is increasing interest in language competences in mathematics lessons. Based on national curriculum standards, argumentation should also be strengthened in primary school mathematics classes (KMK, 2005). The reported interdisciplinary (linguistics and mathematics education) study on reasoning presents a model to rate arithmetic reasoning competences at primary level, in which mathematical reasoning and its linguistic realization are separately coded. In a pilot study, 243 third, fourth, and sixth grade students solved a number of arithmetic reasoning tasks. The results support a one-dimensional scale for the model of reasoning its components identify differentiated requirements, which are formulated concretely in the coding guidelines andmay point to didactical potential for language support in mathematical reasoning itself, as well as in mathematics lessons at primary level.
AB - In Germany there is increasing interest in language competences in mathematics lessons. Based on national curriculum standards, argumentation should also be strengthened in primary school mathematics classes (KMK, 2005). The reported interdisciplinary (linguistics and mathematics education) study on reasoning presents a model to rate arithmetic reasoning competences at primary level, in which mathematical reasoning and its linguistic realization are separately coded. In a pilot study, 243 third, fourth, and sixth grade students solved a number of arithmetic reasoning tasks. The results support a one-dimensional scale for the model of reasoning its components identify differentiated requirements, which are formulated concretely in the coding guidelines andmay point to didactical potential for language support in mathematical reasoning itself, as well as in mathematics lessons at primary level.
KW - Didactics of Mathematics
KW - Argumentieren
KW - Grundschule
KW - schriftlich begründen
UR - https://hal.archives-ouvertes.fr/CERME10/public/CERME10_Complete.pdf
M3 - Article in conference proceedings
SN - 978-1-873769-73-7
SP - 243
EP - 250
BT - CERME10
A2 - Dooley, Thérèse
A2 - Gueudet, Ghislaine
PB - Dublin City University
CY - Dublin
ER -